Mqs Microcurricular Planning 8th Bs. 2021

UNIDAD EDUCATIVA
“MATHIUS QUINTANILLA SIERRA”

CODIGO AMIE 13H05416
2020-2021
MICROCURRICULAR PLANNING
FIRST TERM
INFOMATIVE DATA
SCHOOL: UNIDAD EDUCATIVA “MATHIUS QUINTANILLA SIERRA”
TEACHER´S NAME: Mg. Alexandra Elizabeth Chalén Álava
DATE: FROM October 6th
CLASS: 8th EGB MODALITY: ORDINARY_virtual_face_to_face.
LEARNING OBJECTIVE 1: Students will integrate sexuality as part of the development of personal, human and social structure and will learn to prevent
sexually transmitted infections (STIs). Prevent sexual abuse and sexual violence, They will learn to express their preferences regarding clothes, places
and will remember vocabulary regarding time.
Values: Conflict resolution, critical thinking, communication skills, decision making
CURRICULAR THREADS: READING

WEEK 14
Methodological Strategies
Indicators for
Skills and
ESSENTIAL the Recommendations
performance
CONTENTS performance Activities proposal by the Teacher to parents or tutor
criteria
criteria at home
Simple EFL 4.3.1.I.EFL.4.11.1. Activity 1.- Read and translate into Spanish the reading about BIG CITIES, then Encourage students
present Understand Learners can answer the questions. to read and
main points in understand complete the
Descriptive short simple main ideas activities sent on
Paragraph texts on and some time.
familiar details in
Education subjects. short simple Ask the teacher in
for change (Example: online or case of doubts.
in a Big news about print texts on Big Cities
City. sports orfamiliar Big cities around the world are usually very crowded and busy. Most of them are Accompaniment of
famous subjects, facing similar problems nowadays. For instance, there is a lot of noise, the weekly agenda
people, using delinquency, garbage, pollution, and so much traffic. In Quito, the authorities at to our son.
descriptions, contextual City Hall are taking action to help solve the problem. They are not allowing
etc.) clues to help people with cars to drive for a specific day each week. This new law is called “hoy Prioritize your
identify the no circula.” The day is chosen according to the last number of the car's license students learning.
EFL 4.3.2. most plate. This law reduces the number of cars circulating in the city during rush hour.
Make use of relevant What do you think of this law? Persuade the
Questions
clues such as information. students to observe
titles, (Example: and listen to the
illustrations, title, different contents.
organization, illustrations,
text outline organization,
and layout, etc.) (I.2, I.4)
etc. to identify
and Learners can
understand use and make
relevant simple
information in learning
written level- resources, a) What is your favorite BIG CITY?
appropriate both online b) what is the advantage of living in a big city?
text types. and in print, c) what is the disadvantage of living in a big city?
EFL 4.4.2. in order to d) What is the name of the new law that has been implemented to reduce the
Make and use compare and number of vehicles in cities?
a simple print contrast
or digital information.
learning REF.
resource to (I.EFL.4.16.1.)
compare and (I.1, I.3, I.4,
contrast J.2, J.4)
information in
order to
demonstrate
understanding
and command
of a topic.
WEEK 15
Indicators for
Skills and
performance
criteria
criteria at home
Simple EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Find in the word search (20) twenty words about Sexuality. Encourage students
present Understand Learners can Remember that the only people you should ask about your questions are your to read and
main points in understand parents or caregivers. complete the
short simple main ideas activities sent on
Sexual texts on and some time.
Education familiar details in
For subjects. short simple Ask the teacher in
Teenagers (Example: online or case of doubts.
news about print texts on
Descriptive sports or familiar Accompaniment of
Graphic famous subjects, the weekly agenda
people, using to our son.
descriptions, contextual
etc.) clues to help Prioritize your
identify the students learning.
EFL 4.3.2. most
Make use of relevant Persuade the
etc. to identify
and Learners can
relevant simple
written level- resources,
appropriate both online
text types. and in print,
EFL 4.4.2. in order to
Make and use compare and Activity 2.- Carefully observe every detail of the circles of sexuality and
a simple print contrast reproduce it in Spanish, do not forget to color each circle with a different color.
learning REF.
contrast J.2, J.4)
information in
order to
demonstrate
understanding
and command
of a topic.
WEEK 16
Indicators for
Skills and
performance
criteria
criteria at home
Simple and EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Read Sexual Violence Prevention and translate into Spanish. Encourage students
Progressive Understand Learners can to read and
Present main points in understand complete the
Descriptive texts on and some time.
Paragraph familiar details in
in the text. subjects. short simple Ask the teacher in
(Example: online or case of doubts.
Education news about print texts on
For Sexual sports or familiar Accompaniment of
Violence famous subjects, the weekly agenda
Prevention. people, using to our son.
EFL 4.3.2. most
titles, (Example: Activity 2.- Look at the umbrella of SEXUAL VIOLENCE and reproduce it in and listen to the
illustrations, title, Spanish, you can use pencils of different colors. different contents.
etc. to identify
and Learners can
relevant simple
Make and use compare and
learning REF.
contrast J.2, J.4)
information in
order to
demonstrate
understanding
and command
of a topic.

WEEK 17
Indicators for
Skills and
performance
criteria
criteria at home
Qualify EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Look at the picture and choose the correct adjective for each Encourage students
Adjectives Understand Learners can sport. Put the letter on the line. to read and
and Sports main points in understand complete the
Education texts on and some time.
to Maintain familiar details in
Good subjects. short simple Ask the teacher in
Health (Example: online or case of doubts.
Education sports or familiar Accompaniment of
for change famous subjects, the weekly agenda
EFL 4.3.2. most
etc. to identify Activity 2.- Classify the positive and negative adjectives.
and Learners can
understand use and make Adjectives: Boring – Terrible – Cool – Difficult – Easy – Interesting – Hard – Stressful – Fun
relevant simple – Competitive – Simple – Complicated – Relaxing – Practical – Adventurous – Exiting –
information in learning Dangerous – Popular.
appropriate both online Positives Negatives
text types. and in print, * * * *
EFL 4.4.2. in order to * * * *
Make and use compare and * * * *
a simple print contrast * * * *
or digital information. * * * *
learning REF.
Activity 3.- Which sports do you like? put a check (√) to those who do like you
and an (X) to those who do not like you.
contrast J.2, J.4)
information in
order to
demonstrate
understanding
and command
of a topic.
WEEK 18
Indicators for
Skills and
performance
criteria
criteria at home
Clothes & EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Look at the picture and choose the right clothes. Write the Encourage students
Fashion Understand Learners can word on the line. to read and
How to short simple main ideas activities sent on
dress texts on and some time.
according familiar details in
to the subjects. short simple Ask the teacher in
occasion? (Example: new online or case of doubts.
clothes for print texts on
teenagers.) familiar Accompaniment of
subjects, the weekly agenda
EFL 4.3.2. using to our son.
Make use of contextual
clues such as clues to help Prioritize your
titles, identify the students learning.
illustrations, most
organization, relevant Persuade the
text outline information. students to observe
and layout, (Example: and listen to the
etc. to identify title, different contents.
and illustrations,
understand organization,
relevant etc.) (I.2, I.4)
information in
written level- Learners can
appropriate use and make
text types. simple
EFL 4.4.2. learning
Make and use resources,
a simple print both online
or digital and in print,
learning in order to
resource to compare and
compare and contrast
contrast information. Activity 2.- Put the letter in the correct order.
information in REF.
order to (I.EFL.4.16.1.)
demonstrate (I.1, I.3, I.4,
understanding J.2, J.4)
and command
of a topic.
Activity 3.- Put the sentences in the correct order.
Activity 4.- Choose the word from the word bank to complete these sentences.
Word bank: Is, has, are, am, have.
1. My friend ______ a yellow t-shirt.

2. There _______ not three jeans here. There is only one.
3. What _______ you doing with my sunglasses?
4. These _______ not my black shoes. These are brown color.
5. Where ______ my pink skirt? I don’t know.
6. How ______ your sweater? It's green and yellow.
WEEK 19
Indicators for
Skills and
performance
criteria
criteria at home
Comparative EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Write the correct form of the comparatives, use the image at Encourage students
Adjectives Understand Learners can the top. to read and
and daily main points in understand complete the
activities short simple main ideas activities sent on
texts on and some time.
Comparators familiar details in
between: subjects. short simple Ask the teacher in
Big / Small (Example: online or case of doubts.
Fat / Thin news about print texts on
Low / High sports or familiar Accompaniment of
famous subjects, the weekly agenda
EFL 4.3.2. most
clues such as information. Activity 2.- Complete the sentences with the correct form of the comparatives. students to observe
titles, (Example: Use the adjective in parenthesis. and listen to the
etc. to identify
and Learners can
relevant simple
a simple print contrast Activity 3.- Look at the images and write the comparisons that best fit each
or digital information. exercise.
learning REF.
contrast J.2, J.4)
information in
order to
demonstrate
understanding
and command
of a topic.
WEEK 20
Indicators for
Skills and
performance
criteria
criteria at home
Time EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Write the correct time using the phrases from the word bank. Encourage students
Hours Understand Learners can Word Bank: Banco de palabras. to read and
Schedule main points in understand - Quarter past - Half past - Twenty to complete the
short simple main ideas - Twenty-five past - Five to - Twenty-five to - O’clock activities sent on
- Twenty past quarter to -Ten past - Five past - Ten to
to know familiar details in
the subjects. short simple Ask the teacher in
importance (Example: online or case of doubts.
of be Time print texts on
punctual. Hours familiar Accompaniment of
Schedule subjects, the weekly agenda
using to our son.
Education to contextual
know the clues to help Prioritize your
importance of identify the students learning.
be punctual) most
relevant Persuade the
EFL 4.3.2. information. students to observe
Make use of (Example: and listen to the
clues such as title, different contents.
titles, illustrations,
illustrations, organization,
organization, etc.) (I.2, I.4)
text outline
and layout, Learners can
etc. to identify use and make
and simple
understand learning
relevant resources,
information in both online
written level- and in print,
appropriate in order to
text types. compare and
EFL 4.4.2. contrast Activity 2.- Link the phrases in Spanish, with the phrases in English, color the
Make and use information. box as appropriate and write the correct letter.
a simple print REF. a) Faltan veinte minutos para las cinco. it's four forty-five
or digital (I.EFL.4.16.1.) b) Son quince pasadas de las doce. it's three o'clock.
learning (I.1, I.3, I.4, c) Son las cuatro con cuarenta y cinco. it's twenty minutes to five. a
resource to J.2, J.4) d) Son las tres en punto. it's fifteen past twelve.
compare and e) Son la una y quince minutos. It´s fifteen minutes past one
contrast Activity 3.- Match the phrases with the correct time. Put the letter into de
information in circle.
order to
demonstrate
understanding
and command
of a topic.
Activity 4.- Look at the picture and write the time that best fits each clock.

WEEK 21
Indicators for
Skills and
performance
criteria
criteria at home
Superfood EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Look at the image and write the correct names of the Encourage students
Understand Learners can superfoods under each picture. to read and
How to eat main points in understand complete the
in a healthy short simple main ideas activities sent on
way? texts on and some time.
What to eat familiar details in
to be subjects. short simple Ask the teacher in
stronger? (Example: How online or case of doubts.
to eat in a print texts on
healthy way? familiar Accompaniment of
What to eat to subjects, the weekly agenda
be stronger?) using to our son.
contextual
EFL 4.3.2. clues to help Prioritize your
Make use of identify the students learning.
clues such as most
titles, relevant Persuade the
illustrations, information. students to observe
organization, (Example: and listen to the
text outline title, different contents.
and layout, illustrations,
etc. to identify organization,
and etc.) (I.2, I.4)
understand
relevant Learners can
information in use and make
written level- simple
appropriate learning
text types. resources,
EFL 4.4.2. both online
Make and use and in print, Activity 2.- Find in the work search the missing words, circle them with different
a simple print in order to colors.
or digital compare and
learning contrast
resource to information.
compare and REF.
contrast (I.EFL.4.16.1.)
information in (I.1, I.3, I.4,
order to J.2, J.4)
demonstrate
understanding
and command
of a topic.
Activity 3.- Write the words you found in the word search in English and
Spanish.
N° English Spanish
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Activity 4.- Look at the pictures about 10 superfoods and translate the
text into Spanish.
WEEK 22
Indicators for
Skills and
performance
criteria
criteria at home
Celebrations
EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Find the missing words about happy new year. Encourage students
of New YearUnderstand Learners can to read and
Vocabulary short simple main ideas activities sent on
New Year texts on and some time.
around the familiar details in
world. subjects. short simple Ask the teacher in
(Example: new online or case of doubts.
year print texts on
celebration familiar Accompaniment of
around the subjects, the weekly agenda
world) using to our son.
contextual
clues such as most
titles, relevant Persuade the
illustrations, information. students to observe
organization, (Example: and listen to the
text outline title, different contents.
and layout, illustrations,
understand
relevant Learners can
information in use and
written level- make simple
Make and use and in print,
a simple print in order to
learning contrast
compare and REF.
contrast (I.EFL.4.16.1.
information in ) (I.1, I.3, I.4,
order to J.2, J.4)
demonstrate
understanding
and command
of a topic.
Activity 2.- Write in Spanish ten (10) of the words that you found in the
alphabet soup.
N° English Spanish
1 Year
2 Tradition
3 Party
4 Noise maker
5 Midnight
6 Baby
7 Balloons
8 Calendar
9 Confetti
10 Dancing
Activity 3.- Look at the words bank about traditions around the world, then
write them under each picture.
Activity 4.- After completing activity number one, write the correct number on
the line.
a.- In some South American countries, walking around with the empty suitcases
means you can collect new adventures as you travel through the new year.
__________
b.- In some countries like Japan and South Korea, ring bells to welcome the new
year. __________
c.- In Romania, there´s a tradition for people to dress up as bears to chase away
any evil spirits. __________
d.- In the United Kingdom, it is traditional for a dark-haired man to be the first
person to cross your threshold in the new year. It is thought that he will bring the
good luck in with him. __________
e.- In many Western Countries like the Unit States, people herald in the new
year with an alcoholic drink. __________
f.- When the clock begins to strike midnight in Spain, it is traditional for Spanish
people to reach for grapes. If you eat one grape for every strike, it will bring you
twelve months of good luck. __________
g.- Eating lentils is traditional in Brazil. This is because the lentils represent
money! This means good financial fortune for the year ahead. __________
h.- Many countries hold huge fireworks displays to ring in the new year. The
display in Sydney, Australia is usually shown on TVs around the world.
__________
i.- In the (UK) United Kingdom, people join arms and sing “Auld Lang Syne”. This
song originated in Scotland. It is a song about the people we have lost during the
year. __________

WEEK 23
Indicators for
Skills and
performance
criteria
criteria at home
Vacations EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Find the missing words about vacations. Encourage students
Understand Learners can to read and
How to main points in understand complete the
enjoy your short simple main ideas activities sent on
vacation texts on and some time.
with familiar details in
friends? subjects. short simple Ask the teacher in
(Example: How online or case of doubts.
to enjoy your print texts on
vacation with familiar Accompaniment of
friends? subjects, the weekly agenda
using to our son.
contextual
EFL 4.3.2.clues to help Prioritize your
clues such as most Activity 2.- Read the travel magazine article about Pete’s vacation. Pay
titles, relevant attention to the words in blue that help to connect ideas in the order of events. Persuade the
illustrations, information. Pete’s Vacation students to observe
organization, (Example: I remember my first trip to the beach with my best friends. and listen to the
text outline title, A year ago, my friends and I went to Montañita Beach to rest and enjoy our different contents.
and layout, illustrations, vacation together. We spent three incredible days there.
etc. to identify organization, We arrived on Friday, and first we began to look for a hotel. When we found it,
and etc.) (I.2, I.4) we went to the beach and started a fun soccer game. After this, we watched the
understand sunset together, and we shared stories of our lives.
relevant Learners can Then we swam in the pool until it got late. The next day, we took a tour around
information in use and make the beach and met other teens. We all enjoyed the breathtaking views. The last
written level- simple day, we decided to stay at the beach all day long playing, eating, and swimming.
appropriate learning At the end, we made a fire, sang some songs, danced and had a great time until
text types. resources, the day was over. It was an excellent experience we are never going to forget. I
EFL 4.4.2. both online hope to repeat the trip again next year.
a simple print in order to Activity 3.- Read the story again and complete the following ideas from the
or digital compare and text.
learning contrast Use connectors to explain the sequence of the ideas.
• ______________, Pete and his friends traveled to _________.
compare and REF.
contrast (I.EFL.4.16.1.) • ___________, they stayed there for____________________.
• _________________, they met other ___________________.
order to J.2, J.4)
demonstrate • The last day they___________________________________.
understanding Activity 4.- Choose and circle the correct word(s) in italics to complete the
and command information according to the reading.
of a topic. • Pete’s last vacation was twelve / ten / five months ago.
• Pete’s vacation was for a few days / a week / a weekend.
• Pete and his friends played soccer before / after / while they found a hotel.
• The first / second / third day, Pete and his friends went on a tour.

WEEK 24
Indicators for
Skills and
performance
criteria
criteria at home
Daily EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Match with lines the daily activities. Encourage students
activities Understand Learners can to read and
Routines short simple main ideas activities sent on
Imperatives familiar details in
subjects. short simple
(Example: online or
sports or familiar
famous subjects,
people, using
etc.) clues to help
identify the
EFL 4.3.2. most
Make use of relevant
clues such as information.
titles, (Example:
illustrations, title,
etc. to
identify and Learners can
relevant simple
Activity 2. Write the words from the “work bank” in the empty spaces to
complete the phrases. Use each word only as many times as it is in the box, make
sure that all words are used.
a simple print contrast Work Bank
or digital information. get go have buy
learning REF. get have come do
resource to (I.EFL.4.16.1.) go have iron listen
compare and (I.1, I.3, I.4, go have watch Read
contrast J.2, J.4)
information in a. _______________ up i. _______________ to work
order to b. __________ the laundry j. _______________ a book
demonstrate c. _______________ dinner k. _______________ to
understanding d. ______________ to bed music
and command e. _______________ TV l. _______________ a
of a topic. f. _______________ home shower
g. _______________ breakfast m. _______________
h. _______________ a shopping
newspaper n. ______________ the
clothes
o. _______________ dressed
p. _______________ lunch
Activity 3.-. Now match the complete phrases with the pictures
below, write the correct letter next to each picture.
Activity 4.- Label the sentences with the pictures, put the letters into the squares
(a-i)
WEEK 25
Indicators for
Skills and
performance
criteria
criteria at home
Movies EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Read and ty to understand the grammar tip before to do the Encourage students
Understand Learners can activities. to read and
Different main points in understand GRAMMAR TIP complete the
genre in short simple main ideas The present perfect tense can be used to talk about past actions with no specific activities sent on
the films texts on and some time of the action. The structure of a sentence is: time.
familiar details in Subject + have/has + verb in past participle + complement.
subjects. short simple Remember: Ask the teacher in
(Example: online or ● The past participle of regular verbs end in ed. I.e. played, cooked case of doubts.
Different print texts on ● The past participle of irregular verbs has different forms: I.e. gone, seen
genre in the familiar ● You can use the Time Adverbs: Yet (until now), already (earlier than expected), Accompaniment of
films) subjects, just (a very short time ago), never (not at any time before) the weekly agenda
using I have just seen the new movie. to our son.
EFL 4.3.2. contextual He has never been to Quito.
Make use of clues to help We haven’t done the homework yet. Prioritize your
clues such as identify the students learning.
titles, most Activity 2. Can you label the movies according to their genre?
illustrations, relevant Persuade the
organization, information. students to observe
text outline (Example: and listen to the
and layout, title, different contents.
etc. to identify illustrations,
and organization,
understand etc.) (I.2, I.4)
relevant
information in Learners can
written level- use and make
appropriate simple
text types. learning Activity 3.- Read the sentences below and decide if they are True (T)
EFL 4.4.2. resources, or False (F) for you.
Make and use both online
a simple print and in print, a. I have watched more than 20 movies in my life. (T) (F)
or digital in order to
learning compare and b. My family and I have gone to the movie theater. (T) (F)
resource to contrast
compare and information. (T) (F)
c. My best friend has seen more movies than me.
contrast REF.
information in (I.EFL.4.16.1.) (T) (F)
d. I haven’t heard of any Ecuadorian movies.
order to (I.1, I.3, I.4,
e. My family and I have watched many movies at home during (T) (F)
demonstrate J.2, J.4)
the pandemic.
understanding
and command
of a topic.
Activity 4.- Find the hidden words in the word search, read the concept and
locate the word that corresponds to it. Use the word bank as a guide.
Word Bank: REVIEW – SET – CAST – COSTUMES – BOX * OFFICE – OSCARS –
DIRECTOR – TRAILER - CHARACTERS – PREMIERE - REMAKE – SOUNDTRACK –
SUBTITLES - TRILOGY.
WEEK 26
Indicators for
Skills and
performance
criteria
criteria at home
Pop Artist EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Find the pop art artists and vocabulary in the word search. Encourage students
Expressions short simple main ideas activities sent on
in the texts on and some time.
world of familiar details in
Pop Art subjects. short simple Ask the teacher in
(Example: online or case of doubts.
Expressions in print texts on
the world of familiar Accompaniment of
Pop Art) subjects, the weekly agenda
using to our son.
EFL 4.3.2. contextual
Make use of clues to help Prioritize your
titles, most
and organization,
relevant
appropriate simple
text types. learning
EFL 4.4.2. resources,
a simple print and in print,
learning compare and
compare and information.
contrast REF.
information in (I.EFL.4.16.1.)
order to (I.1, I.3, I.4, Activity 2. Make your own vocabulary in English and Spanish, select 10 words from the
demonstrate J.2, J.4) word search and write them in the box below.
understanding N° English Español
and command 1
of a topic. 2
3
4
5
6
7
8
9
10
Activity 3.- Read and translate into Spanish the grammar tip.
GRAMMAR TIP
The present perfect tense Is used to talk about past actions with no specific time
of the action.
The time adverbs:
Just (a very short time ago) is used affirmative sentences only.
Yet (until now) is used at the end of negative sentences.
Already (earlier than expected) is used in affirmative and interrogative sentences.
Activity 4.- Complete the letter Camila sent Louis and add the adverbs just, yet,
or already in the blanks. Complete la carta que Camila le envió a Louis y añada
los adverbios just= solo, yet= todavía, o already = ya.
Dear Louis,
I have _________ read your letter and I’m so excited about the great news. I’m
really happy you have made your dream come true. An art gallery is what you
have always wanted since high school. I hope I can visit you soon and see all the
great ideas you have had to start your new business.
I have not asked you __________: Have you __________ contacted
some artists? I have a friend in your city who may be interested. She
has ________ worked as a graphic designer for a long time and her
digital art has been shown in some famous galleries. Her artwork has been
influenced by Andy Warhol, the creator of Pop Art, and it is amazing.
I have not talked to her since last summer, but I can call her if you are interested.
Let me know.
Well, I’ll talk to you soon and congratulations on this new project!
Love,
Camila

WEEK 14
Indicators for
Skills and
performance
criteria
criteria at home
AGUILAR EFL.2.1.2 EFL.2.4.1. Activity 1.- Actividad 1 Match the images with the correct words with lines Encourage
JAMA CARLOS Recognize the Learners can of different colors and practice the pronunciations that are in parentheses. students to read
MAXIMILIANO differences select and complete the
(BIG CITIES) between pictures activities sent on
where people live and/or time.
among the short phrases Traffic Lights (trafit laits)
regions of the that relate to Ask the teacher in
country in order collaborating case of doubts.
to appreciate and sharing.
their own REFI. (J.2, J.3, Accompaniment of
environment. S.4) the weekly agenda
(Example: Farmland (farm lend) to our son.
house/apartment,
country/city, etc.) Prioritize your
students learning.
Tall buildings (tol bildins)
Persuade the
students to
observe and listen
to the different
Shopping Centre (shapin center) contents.
Small Shops (zmol shaps)
Theatres (tiirers)
Many Houses (meny jauses)
Lots of traffic (lorof traffic)

Activity 2/ Actividad 2 Look, choose by painting the correct
answer, imitate example.
MACIAS EFL.2.1.2 EFL.2.4.1. Activity 1/ Actividad 1 Match the images with the correct words
QUIROZ Recognize the Learners can with lines of different colors and practice the pronunciations
that are in parentheses.
VICTOR differences select
DAVID between pictures Traffic Lights (trafit laits)
(BIG CITIES) where people live and/or
among the short phrases
regions of the that relate to
country in order collaborating
to appreciate and sharing. Farmland (farm lend)
their own REFI. (J.2, J.3,
environment. S.4)
(Example:
house/apartment,
country/city, etc.)
Shopping Centre (shapin center)
Theatres (tiirers)
Activity 2/ Actividad 2 Look, choose by painting the correct answer, imitate

example. Observe, elija pintando las respuestas correctas, imite el ejemplo.
Example ↓

WEEK 14
Indicators for
Skills and
performance
criteria
criteria at home
Simple EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Read and translate into Spanish the reading about BIG CITIES, Encourage students
present Understand main Learners can then answer the questions. to read and
points in short understand complete the
Descriptive simple texts on main ideas Big Cities activities sent on
Paragraph familiar subjects. and some Big cities around the world are usually very crowded and busy. Most of them time.
(Example: news details in are facing similar problems nowadays. For instance, there is a lot of noise,
Education about sports or short simple delinquency, garbage, pollution, and so much traffic. In Quito, the authorities Ask the teacher in
for change famous people, online or at City Hall are taking action to help solve the problem. They are not allowing case of doubts.
in a Big descriptions, etc.) print texts on people with cars to drive for a specific day each week. This new law is called
City. familiar Accompaniment of
(PILAY EFL 4.3.2. Make subjects, the weekly agenda
RODRIGUEZ use of clues such using to our son.
MARCOS as titles, contextual
TUILO) illustrations, clues to help Prioritize your
organization, text identify the students learning.
outline and most relevant
layout, etc. to information. Persuade the
identify and (Example: students to observe
understand title, and listen to the
relevant illustrations, “hoy no circula.” The day is chosen according to the last number of the car's different contents.
information in organization, license plate. This law reduces the number of cars circulating in the city during
written level- etc.) (I.2, I.4) rush hour. What do you think of this law?
appropriate text Questions
types. Learners can e) What is your favorite BIG CITY?
EFL 4.4.2. Make use and make f) what is the advantage of living in a big city?
and use a simple simple g) what is the disadvantage of living in a big city?
print or digital learning h) What is the name of the new law that has been implemented to reduce
learning resource resources, the number of vehicles in cities?
to compare and both online
contrast and in print,
information in in order to
order to compare and
demonstrate contrast
understanding information.
and command of REF.
a topic. (I.EFL.4.16.1.)
(I.1, I.3, I.4,
J.2, J.4)

WEEK 14
Indicators for
Skills and
performance
criteria
criteria at home
CARREÑO EFL.2.1.2 EFL.2.4.1. Activity 1.- Actividad 1 Match the images with the correct words with lines Encourage
SALVATIERRA Recognize the Learners can of different colors and practice the pronunciations that are in parentheses. students to read
VICTOR differences select and complete the
ALEJANDRO between pictures activities sent on
(BIG CITIES) where people live and/or Traffic Lights (trafit laits) time.
regions of the that relate to Ask the teacher in
country in order collaborating case of doubts.
to appreciate and sharing.
their own REFI. (J.2, J.3, Accompaniment of
environment. S.4) Farmland (farm lend) the weekly agenda
(Example: to our son.
house/apartment,
country/city, etc.) Prioritize your
Tall buildings (tol bildins) students learning.
Persuade the
students to
observe and listen
Shopping Centre (shapin center) to the different
contents.
Theatres (tiirers)

Activity 2/ Actividad 2 Look, choose by painting the correct
answer, imitate example.
MENDOZA EFL.2.1.2 EFL.2.4.1. Activity 1/ Actividad 1 Match the images with the correct words
ZAMBRANO Recognize the Learners can with lines of different colors and practice the pronunciations
that are in parentheses.
PAÚL ELIAN differences select
(BIG CITIES) between pictures Traffic Lights (trafit laits)
where people live and/or
regions of the that relate to
country in order collaborating
to appreciate and sharing. Farmland (farm lend)
their own REFI. (J.2, J.3,
environment. S.4)
(Example:
house/apartment,
country/city, etc.)
Shopping Centre (shapin center)
Theatres (tiirers)
Activity 2/ Actividad 2 Look, choose by painting the correct answer, imitate

example. Observe, elija pintando las respuestas correctas, imite el ejemplo.
Example ↓
WEEK 15
Indicators for
Skills and
performance
criteria
criteria at home
AGUILAR EFL 2.3.5. I.EFL.2.3.1. Activity 1.- Actividad 1 Circle the parts that are the same on both “boys and Encourage students
JAMA CARLOS Show the Learners can Girls”. Color the picture with different colors. to read and
MAXIMILIANO ability to use use basic complete the
(Sexuality) a simple personal activities sent on
learning information time.
resource. and
(Example: a expressions of Ask the teacher in
small set of politeness in case of doubts.
flashcards, a short
picture-based dialogues or Accompaniment of
dictionary conversations. the weekly agenda
(online REFI. (J.2, J.3) to our son.
or print), or a
simple word Prioritize your
list). students learning.
Persuade the
students to observe
and listen to the
different contents.
MACIAS EFL 2.3.5. I.EFL.2.3.1. Activity 1.- Actividad 1 Circle the parts that are the same on both “boys and
QUIROZ Show the Learners can Girls”. Color the picture with different colors.
VICTOR DAVID ability to use use basic
(Sexuality) a simple personal
learning information
resource. and
(Example: a expressions of
small set of politeness in
flashcards, a short
picture-based dialogues or
dictionary conversations.
(online REFI. (J.2, J.3)
or print), or a
simple word
list).

WEEK 15
Indicators for
Skills and
performance
criteria
criteria at home
Sexuality EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Find in the word search (20) twenty words about Sexuality. Encourage students
and Understand Learners can Remember that the only people you should ask about your questions are your to read and
education main points in understand parents or caregivers. complete the
Circles of texts on and some time.
sexuality. familiar details in
subjects. short simple Ask the teacher in
(PILAY (Example: online or case of doubts.
RODRIGUEZ news about print texts on
MARCOS sports or familiar Accompaniment of
TUILO) famous subjects, the weekly agenda
EFL 4.3.2. most relevant
Make use of information. Persuade the
clues such as (Example: students to observe
titles, title, and listen to the
illustrations, illustrations, different contents.
organization, organization,
text outline etc.) (I.2, I.4)
and layout,
etc. to identify Learners can
and use and make
understand simple
relevant learning
information in resources,
written level- both online
appropriate and in print,
text types. in order to
EFL 4.4.2. compare and
Make and use contrast
a simple print information.
or digital REF.
learning (I.EFL.4.16.1.)
resource to (I.1, I.3, I.4,
compare and J.2, J.4)
contrast Activity 2.- Carefully observe every detail of the circles of sexuality and
information in reproduce it in Spanish, do not forget to color each circle with a different color.
order to
demonstrate
understanding
and command
of a topic.
WEEK 15
Indicators for
Skills and
performance
criteria
criteria at home
CARREÑO EFL 2.3.5. I.EFL.2.3.1. Activity 1/ Actividad 1 Circle the parts that are the same on both “boys and Encourage students
SALVATIERRA Show the Learners can Girls”. Color the picture with different colors. to read and
VICTOR ability to use use basic complete the
ALEJANDRO a simple personal activities sent on
(Sexuality) learning information time.
resource. and
(Example: a expressions of Ask the teacher in
small set of politeness in case of doubts.
flashcards, a short
picture-based dialogues or Accompaniment of
dictionary conversations. the weekly agenda
(online REFI. (J.2, J.3) to our son.
or print), or a
simple word Prioritize your
list). students learning.
Persuade the
students to observe
and listen to the
different contents.
MENDOZA EFL 2.3.5. I.EFL.2.3.1. Activity 1/ Actividad 1 Circle the parts that are the same on both “boys and
ZAMBRANO Show the Learners can Girls”. Color the picture with different colors.
PAÚL ELIAN ability to use use basic
(Sexuality) a simple personal
learning information
resource. and
(Example: a expressions of
small set of politeness in
flashcards, a short
picture-based dialogues or
dictionary conversations.
(online REFI. (J.2, J.3)
or print), or a
simple word
list).

WEEK 16
Indicators for
Skills and
performance
criteria
criteria at home
AGUILAR EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the picture with different colors and talk with Encourage students
JAMA CARLOS Express Learners ask your family about your care. to read and
MAXIMILIANO curiosity questions complete the
(How to take about the about how activities sent on
care of my world other time.
body? ) and other people live.
cultures by REF. A (J.3, Ask the teacher in
asking simple S.1) case of doubts.
WH_
questions in Accompaniment of
class after the weekly agenda
reading to our son.
and/or
participating Prioritize your
in students learning.
presentations
or other Persuade the
group students to observe
work. and listen to the
different contents.
MACIAS EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the picture with different colors and talk with
QUIROZ Express Learners ask your family about your care.
VICTOR DAVID curiosity questions
(Sexuality) about the about how
world other
and other people live.
cultures by REF. A (J.3,
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work.

WEEK 16
Indicators for
Skills and
performance
criteria
criteria at home
Sexuality EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Read Sexual Violence Prevention and translate into Spanish. Encourage students
and Understand Learners can to read and
education main points in understand complete the
Circles of texts on and some time.
sexuality. familiar details in
subjects. short simple Ask the teacher in
RODRIGUEZ news about print texts on
MARCOS sports or familiar Accompaniment of
TUILO) famous subjects, the weekly agenda
illustrations, illustrations, Activity 2.- Look at the umbrella of SEXUAL VIOLENCE and reproduce it in different contents.
organization, organization, Spanish, you can use pencils of different colors.
and layout,
etc. to identify Learners can
and use and make
understand simple
relevant learning
information in resources,
appropriate and in print,
text types. in order to
Make and use contrast
or digital REF.
resource to (I.1, I.3, I.4,
compare and J.2, J.4)
contrast
information in
order to
demonstrate
understanding
and command
of a topic.
WEEK 16
Indicators for
Skills and
performance
criteria
criteria at home
CARREÑO EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the picture with different colors and talk with Encourage students
SALVATIERRA Express Learners ask your family about your care. to read and
VICTOR curiosity questions complete the
ALEJANDRO about the about how activities sent on
(How to take world other time.
care of my and other people live.
body?) cultures by REF. A (J.3, Ask the teacher in
WH_
reading to our son.
and/or
presentations
different contents.
MENDOZA EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the picture with different colors and talk with
ZAMBRANO Express Learners ask your family about your care.
PAÚL ELIAN curiosity questions
(How to take about the about how
care of my world other
body?) and other people live.
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work.

WEEK 17
Indicators for
Skills and
performance
criteria
criteria at home
AGUILAR EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad Color the picture with different colors and talk with your Encourage students
JAMA CARLOS Express Learners ask family about your favorite sports. to read and
(Sports) about the about how activities sent on
world other time.
WH_
reading to our son.
and/or
presentations
different contents.
Activity 2/ Actividad 2 Look at the numbers within the image and color them
according to the suggested pattern. Color the picture with different colors and
talk with your family about your care.
1 2 3 4 5 6 7 8
MACIAS Activity 1/ Actividad Color the picture with different colors and talk with your
QUIROZ family about your favorite sports.
VICTOR
DAVID
(Sports)
1 2 3 4 5 6 7 8

WEEK 17
Indicators for
Skills and
performance
criteria
criteria at home
Qualify EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Look at the picture and choose the correct adjective for each Encourage students
Adjectives Understand Learners can sport. Put the letter on the line. to read and
and Sports main points in understand complete the
to Maintain familiar details in
Good subjects. short simple Ask the teacher in
Health (Example: online or case of doubts.
Education sports or familiar Accompaniment of
for change famous subjects, the weekly agenda
(PILAY people, using to our son.
RODRIGUEZ descriptions, contextual
MARCOS etc.) clues to help Prioritize your
TUILO) identify the students learning.
illustrations, illustrations, different contents.
organization, organization,
and layout,
etc. to identify Learners can Activity 2.- Classify the positive and negative adjectives.
and use and make
understand simple Adjectives: Boring – Terrible – Cool – Difficult – Easy – Interesting – Hard – Stressful – Fun
relevant learning – Competitive – Simple – Complicated – Relaxing – Practical – Adventurous – Exiting –
information in resources, Dangerous – Popular.
appropriate and in print, Positives Negatives
text types. in order to * * * *
* * * *
Make and use contrast * * * *
* * * *
or digital REF. * * * *
resource to (I.1, I.3, I.4, Activity 3.- Which sports do you like? put a check (√) to those who do like you
compare and J.2, J.4) and an (X) to those who do not like you.
contrast
information in
order to
demonstrate
understanding
and command
of a topic.

WEEK 17
Indicators for
Skills and
performance
criteria
criteria at home
CARREÑO EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad Color the picture with different colors and talk with your Encourage students
SALVATIERA Express Learners ask family about your favorite sports. to read and
VICTOR curiosity questions complete the
ALEJANDRO about the about how activities sent on
(Sports) world other time.
WH_
reading to our son.
and/or
presentations
different contents.
1 2 3 4 5 6 7 8
MENDOZA EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad Color the picture with different colors and talk with your
ZAMBRANO Express Learners ask family about your favorite sports.
PAUL ELIAN curiosity questions
(Sports) about the about how
world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group Activity 2/ Actividad 2 Look at the numbers within the image and color them
work. according to the suggested pattern. Color the picture with different colors and
1 2 3 4 5 6 7 8

WEEK 18
Indicators for
Skills and
performance
criteria
criteria at home
AGUILAR EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad Fill in the missing vowels for each of the following words. Encourage students
JAMA CARLOS Express Learners ask to read and
(Clothes) about the about how activities sent on
world other time.
WH_
reading to our son.
and/or
presentations
different contents.
MACIAS EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Fill in the missing vowels for each of the following
QUIROZ Express Learners ask words.
(Clothes) about the about how
world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work.

WEEK 18
Indicators for
Skills and
performance
criteria
criteria at home
Clothes & EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Look at the picture and choose the right clothes. Write the Encourage students
Fashion Understand Learners can word on the line. to read and
How to short simple main ideas activities sent on
dress texts on and some time.
according familiar details in
to the subjects. short simple Ask the teacher in
occasion? (Example: new online or case of doubts.
(PILAY clothes for print texts on
RODRIGUEZ teenagers.) familiar Accompaniment of
MARCOS subjects, the weekly agenda
TUILO) EFL 4.3.2. using to our son.
Make use of contextual
clues such as clues to help Prioritize your
titles, identify the students learning.
illustrations, most relevant
organization, information. Persuade the
text outline (Example: students to observe
and layout, title, and listen to the
etc. to identify illustrations, different contents.
and organization,
relevant
appropriate simple
text types. learning
EFL 4.4.2. resources,
a simple print and in print,
learning compare and
compare and information.
contrast REF.
information in (I.EFL.4.16.1.)
order to (I.1, I.3, I.4, Activity 2.- Put the letter in the correct order.
demonstrate J.2, J.4)
understanding
and command
of a topic.
Activity 3.- Put the sentences in the correct order.
Activity 4.- Choose the word from the word bank to complete these sentences.
Word bank: Is, has, are, am, have.
7. My friend ______ a yellow t-shirt.

8. There _______ not three jeans here. There is only one.
9. What _______ you doing with my sunglasses?
10. These _______ not my black shoes. These are brown color.
11. Where ______ my pink skirt? I don’t know.
12. How ______ your sweater? It's green and yellow.
CARREÑO EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Fill in the missing vowels for each of the following
SALVATIERRA Express Learners ask words.
VICTOR curiosity questions
ALEJANDRO about the about how
(Clothes) world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work.
MENDOZA EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Fill in the missing vowels for each of the following
ZAMBRANO Express Learners ask words.
PAÚL ELIAN. curiosity questions
(Clothes) about the about how
world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work.

WEEK 19
Indicators for
Skills and
performance
criteria
criteria at home
AGUILAR EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Look at the pictures in the boxes. Answer the questions
JAMA CARLOS Express Learners ask by circling the correct picture.
MAXIMILIANO curiosity questions
(Opposites) about the about how
world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work.
Activity 2/ Actividad 2 Colour the BIG objects with RED and small objects with
BLUE color.
MACIAS EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Look at the pictures in the boxes. Answer the questions
QUIROZ Express Learners ask by circling the correct picture.
world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work.
Activity 2/ Actividad 2 Color the BIG objects with RED and small objects with
BLUE color.

WEEK 19
ESSENTIAL Skills and Indicators for Methodological Strategies
the Recommendations
performance
criteria
criteria at home
Comparative EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Write the correct form of the comparatives, use the image at Encourage students
Adjectives Understand Learners can the top. to read and
and daily main points in understand complete the
activities short simple main ideas activities sent on
Comparators familiar details in
between: subjects. short simple Ask the teacher in
Big / Small (Example: online or case of doubts.
Fat / Thin news about print texts on
Low / High sports or familiar Accompaniment of
(PILAY famous subjects, the weekly agenda
RODRIGUEZ people, using to our son.
MARCOS descriptions, contextual
TUILO) etc.) clues to help Prioritize your
EFL 4.3.2. most
clues such as information. Activity 2.- Complete the sentences with the correct form of the comparatives. students to observe
titles, (Example: Use the adjective in parenthesis. and listen to the
etc. to identify
and Learners can
relevant simple
a simple print contrast Activity 3.- Look at the images and write the comparisons that best fit each
or digital information. exercise.
learning REF.
contrast J.2, J.4)
information in
order to
demonstrate
understanding
and command
of a topic.
CARREÑO EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Look at the pictures in the boxes. Answer the questions
SALVATIERRA Express Learners ask by circling the correct picture.
world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work. Activity 2/ Actividad 2 Color the BIG objects with RED and small objects with
BLUE color.
MENDOZA EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Look at the pictures in the boxes. Answer the questions
ZAMBRANO Express Learners ask by circling the correct picture.
world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work. Activity 2/ Actividad 2 Color the BIG objects with RED and small objects with
BLUE color.
WEEK 20
ESSENTIAL Skills and Indicators for Recommendations
CONTENTS performance the to parents or tutor
Activities proposal by the Teacher
criteria performance at home
criteria
AGUILAR EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Look at the clock on the top ↑ and write the numbers
JAMA CARLOS Express Learners ask to complete the clock on the bottom↓.
(What time is about the about how
it?) world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in Activity 2/ Actividad 2 Ask your mommy or an older person in your family to
presentations help you make a creative clock, then send photos as evidence to your English
or other teacher. Here are some models to guide you.
group
work.

WEEK 20
ESSENTIAL Skills and Indicators for Recommendations
CONTENTS performance the to parents or tutor
Activities proposal by the Teacher
criteria performance at home
criteria
AGUILAR EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Look at the clock on the top ↑ and write the numbers
JAMA CARLOS Express Learners ask to complete the clock on the bottom↓.
it?) world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
group
work.
MACIAS EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Look at the clock on the top ↑ and write the numbers
QUIROZ Express Learners ask to complete the clock on the bottom↓.
it?) world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
group
work.

WEEK 20
Indicators for
Skills and
performance
criteria
criteria at home
Time EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Write the correct time using the phrases from the word bank. Encourage students
Hours Understand Learners can Word Bank: Banco de palabras. to read and
Schedule main points in understand - Quarter past - Half past - Twenty to complete the
short simple main ideas - Twenty-five past - Five to - Twenty-five to - O’clock activities sent on
- Twenty past quarter to -Ten past - Five past - Ten to
to know familiar details in
the subjects. short simple Ask the teacher in
importance (Example: online or case of doubts.
of be Time print texts on
punctual. Hours familiar Accompaniment of
(PILAY Schedule subjects, the weekly agenda
RODRIGUEZ using to our son.
MARCOS Education to contextual
TUILO) know the clues to help Prioritize your
importance of identify the students learning.
be punctual) most relevant
information. Persuade the
EFL 4.3.2. (Example: students to observe
Make use of title, and listen to the
clues such as illustrations, different contents.
titles, organization,
illustrations, etc.) (I.2, I.4)
organization,
text outline Learners can
and layout, use and make
etc. to identify simple
and learning
understand resources,
relevant both online
information in and in print,
written level- in order to
appropriate compare and
text types. contrast
EFL 4.4.2. information.
Make and use REF.
a simple print (I.EFL.4.16.1.)
or digital (I.1, I.3, I.4, Activity 2.- Link the phrases in Spanish, with the phrases in English, color the
learning J.2, J.4) box as appropriate and write the correct letter.
resource to f) Faltan veinte minutos para las cinco. it's four forty-five
compare and g) Son quince pasadas de las doce. it's three o'clock.
contrast h) Son las cuatro con cuarenta y cinco. it's twenty minutes to five. a
information in i) Son las tres en punto. it's fifteen past twelve.
order to j) Son la una y quince minutos. It´s fifteen minutes past one
demonstrate
Activity 3.- Match the phrases with the correct time. Put the letter into de
understanding
circle.
and command
of a topic.
Activity 4.- Look at the picture and write the time that best fits each clock.
CARREÑO EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Look at the clock on the top ↑ and write the numbers
SALVATIERRA Express Learners ask to complete the clock on the bottom↓.
(What time is world other
it?) and other people live.
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
presentations
or other help you make a creative clock, then send photos as evidence to your English
group teacher. Here are some models to guide you.
work.
MENDOZA EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Look at the clock on the top ↑ and write the numbers to
ZAMBRANO Express Learners ask complete the clock on the bottom↓.
it?) world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
group
work.

WEEK 21
Indicators for
Skills and
the Recommendations
performance
performance Activities proposal by the Teacher to parents or tutor
criteria
criteria at home
AGUILAR EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the pictures of the superfoods.
JAMA CARLOS Express Learners ask
(Superfood) about the about how
world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work.
Activity 2/ Actividad 2 Ask an adult to help you find the names of these
superfoods, you can use a dictionary or translator if necessary. Then write the
letter together to the corresponding image, follow the example.
MACIAS EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the pictures of the superfoods.
QUIROZ Express Learners ask
world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work.

WEEK 21
ESSENTIAL Skills and Indicators for Methodological Strategies
the Recommendations
performance
criteria
criteria at home
Superfood EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Look at the image and write the correct names of the Encourage students
Understand Learners can superfoods under each picture. to read and
How to eat main points in understand complete the
in a healthy short simple main ideas activities sent on
way? texts on and some time.
What to eat familiar details in
to be subjects. short simple Ask the teacher in
stronger? (Example: How online or case of doubts.
(PILAY to eat in a print texts on
RODRIGUEZ healthy way? familiar Accompaniment of
MARCOS What to eat to subjects, the weekly agenda
TUILO) be stronger?) using to our son.
contextual
clues such as most relevant
titles, information. Persuade the
illustrations, (Example: students to observe
organization, title, and listen to the
text outline illustrations, different contents.
and layout, organization,
etc. to identify etc.) (I.2, I.4)
and
understand Learners can
relevant use and make
information in simple Activity 2.- Find in the work search the missing words, circle them with different
written level- learning colors.
appropriate resources,
text types. both online
EFL 4.4.2. and in print,
Make and use in order to
a simple print compare and
or digital contrast
learning information.
resource to REF.
compare and (I.EFL.4.16.1.)
contrast (I.1, I.3, I.4,
information in J.2, J.4)
order to
demonstrate
understanding
and command
of a topic.
Activity 3.- Write the words you found in the word search in English and
Spanish.
N° English Spanish
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Activity 4.- Look at the pictures about 10 superfoods and translate the
text into Spanish.
CARREÑO EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the pictures of the superfoods.
SALVATIERRA Express Learners ask
(Superfood) world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work.
MENDOZA EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the pictures of the superfoods.
ZAMBRANO Express Learners ask
world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work.
WEEK 22
Indicators for
Skills and
the Recommendations
performance
performance Activities proposal by the Teacher to parents or tutor
criteria
criteria at home
AGUILAR EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the pictures of Happy New Year.
(NEW YEAR) about the about how
world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work. Activity 2 Actividad 2 Look at the pictures about the New Year's celebration,
color them as you like and review the vocabulary in English and Spanish.
MACIAS EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the pictures of Happy New Year.
world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work.
Activity 2 Actividad 2 Look at the pictures about the New Year's celebration,
WEEK 22
Indicators for
Skills and
performance
criteria
criteria at home
Celebrations
EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Find the missing words about happy new year. Encourage students
of New YearUnderstand Learners can to read and
Vocabulary short simple main ideas activities sent on
New Year texts on and some time.
around the familiar details in
world. subjects. short simple Ask the teacher in
(PILAY (Example: new online or case of doubts.
RODRIGUEZ year print texts on
MARCOS celebration familiar Accompaniment of
TUILO) around the subjects, the weekly agenda
world) using to our son.
contextual
EFL 4.3.2. clues to help Activity 2.- Write in Spanish ten (10) of the words that you found in the Prioritize your
Make use of identify the alphabet soup. students learning.
clues such as most N° English Spanish
titles, relevant 1 Year Persuade the
illustrations, information. 2 Tradition students to observe
organization, (Example: 3 Party and listen to the
text outline title, 4 Noise maker different contents.
and layout, illustrations, 5 Midnight
etc. to identify organization, 6 Baby
and etc.) (I.2, I.4) 7 Balloons
understand 8 Calendar
relevant Learners can 9 Confetti
information in use and make 10 Dancing
written level- simple
Activity 3.- Look at the words bank about traditions around the world, then
write them under each picture.
learning contrast
compare and REF.
contrast (I.EFL.4.16.1.)
order to J.2, J.4)
demonstrate
understanding
and command
of a topic.
Activity 4.- After completing activity number one, write the correct number on
the line.
a.- In some South American countries, walking around with the empty suitcases
means you can collect new adventures as you travel through the new year.
__________
b.- In some countries like Japan and South Korea, ring bells to welcome the new
year. __________
c.- In Romania, there´s a tradition for people to dress up as bears to chase away
any evil spirits. __________
d.- In the United Kingdom, it is traditional for a dark-haired man to be the first
person to cross your threshold in the new year. It is thought that he will bring the
good luck in with him. __________
e.- In many Western Countries like the Unit States, people herald in the new
year with an alcoholic drink. __________
f.- When the clock begins to strike midnight in Spain, it is traditional for Spanish
people to reach for grapes. If you eat one grape for every strike, it will bring you
twelve months of good luck. __________
g.- Eating lentils is traditional in Brazil. This is because the lentils represent
money! This means good financial fortune for the year ahead. __________
h.- Many countries hold huge fireworks displays to ring in the new year. The
display in Sydney, Australia is usually shown on TVs around the world.
__________
i.- In the (UK) United Kingdom, people join arms and sing “Auld Lang Syne”. This
song originated in Scotland. It is a song about the people we have lost during the
year. __________
CARREÑO EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the pictures of Happy New Year.
(New Year) world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work.
Activity 2/ Actividad 2 Look at the pictures about the New Year's celebration,
MENDOZA EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the pictures of Happy New Year.
(New YEAR) about the about how
world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work.
Activity 2/ Actividad 2 Look at the pictures about the New Year's celebration,
WEEK 23
Indicators for
Skills and
the
performance Recommendations to parents or
performance Activities proposal by the Teacher
criteria tutor at home
criteria
AGUILAR EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the pictures of WHAT DID YOU PACK?
MAXIMILIANO curiosity about questions
(Vacations) the world about how
and other other
cultures by people live.
asking simple REF. A (J.3,
WH_ questions S.1)
in class after
reading and/or
participating in
presentations
or other group
Activity 2 Actividad 2 With the help of an adult, find at least (5) five words
work.
related to vacations.
MACIAS EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the pictures of WHAT DID YOU PACK?
VICTOR DAVID curiosity about questions
(Vacations) the world about how
and other other
WH_ questions S.1)
in class after
reading and/or
participating in
presentations
or other group
work.
WEEK 23
Indicators for
Skills and
performance
criteria
criteria at home
Vacations EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Find the missing words about vacations. Encourage students
How to enjoy main points in understand complete the
your vacation short simple main ideas activities sent on
with friends? texts on and some time.
(PILAY familiar details in
RODRIGUEZ subjects. short simple Ask the teacher in
MARCOS (Example: online or case of doubts.
TUILO) How to enjoy print texts on
your vacation familiar Accompaniment of
with friends? subjects, the weekly agenda
using to our son.
contextual
clues such as most Activity 2.- Read the travel magazine article about Pete’s vacation. Pay
titles, relevant attention to the words in blue that help to connect ideas in the order of Persuade the
illustrations, information. events. students to observe
organization, (Example: Pete’s Vacation and listen to the
text outline title, I remember my first trip to the beach with my best friends. different contents.
and layout, illustrations, A year ago, my friends and I went to Montañita Beach to rest and enjoy our
etc. to identify organization, vacation together. We spent three incredible days there.
and etc.) (I.2, I.4) We arrived on Friday, and first we began to look for a hotel. When we found it,
understand we went to the beach and started a fun soccer game. After this, we watched the
relevant Learners can sunset together, and we shared stories of our lives.
information in use and make Then we swam in the pool until it got late. The next day, we took a tour around
written level- simple the beach and met other teens. We all enjoyed the breathtaking views. The last
appropriate learning day, we decided to stay at the beach all day long playing, eating, and swimming.
text types. resources, At the end, we made a fire, sang some songs, danced and had a great time until
EFL 4.4.2. both online the day was over. It was an excellent experience we are never going to forget. I
Make and use and in print, hope to repeat the trip again next year.
or digital compare and Activity 3.- Read the story again and complete the following ideas from the
learning contrast text.
resource to information. Use connectors to explain the sequence of the ideas.
compare and REF.
contrast (I.EFL.4.16.1.) • ______________, Pete and his friends traveled to _________.
information in (I.1, I.3, I.4, • ___________, they stayed there for____________________.
order to J.2, J.4)
demonstrate • _________________, they met other ___________________.
understanding • The last day they___________________________________.
and command Activity 4.- Choose and circle the correct word(s) in italics to complete the
of a topic. information according to the reading.
• Pete’s last vacation was twelve / ten / five months ago.
• Pete’s vacation was for a few days / a week / a weekend.
• Pete and his friends played soccer before / after / while they found a hotel.
• The first / second / third day, Pete and his friends went on a tour.
CARREÑO EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the pictures of WHAT DID YOU PACK?
VICTOR curiosity about questions
ALEJANDRO the world about how
(Vacations) and other other
WH_ questions S.1)
in class after
reading and/or
participating in
presentations
or other group
work.
MENDOZA EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the pictures of WHAT DID YOU PACK?
(Vacations) about the about how
world other
asking simple S.1)
WH_
questions in
class after
reading
and/or
participating
in
presentations
or other
group
work.

WEEK 24
Indicators for
Skills and
the
criteria
AGUILAR EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the pictures of VERB PICTURE MATCH, then match
JAMA CARLOS Express Learners ask the verbs to the correct picture. you can guide yourself with the vocabulary.
MAXIMILIANO curiosity about questions Vocabulary: Vocabulario
(Verbs) the world about how English Spanish
and other other Play jugar
cultures by people live. Cook cocinar
asking simple REF. A (J.3, Skip Saltar / brincar
WH_ questions S.1) Run Correr
in class after Sing Cantar
reading and/or Eat Comer
participating in
presentations
or other group
work.
MACIAS EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the pictures of VERB PICTURE MATCH, then match
QUIROZ Express Learners ask the verbs to the correct picture. you can guide yourself with the vocabulary.
VICTOR DAVID curiosity about questions Vocabulary: Vocabulario
(Verbs) the world about how English Spanish
and other other Play jugar
participating in
presentations
or other group
work.

WEEK 24
Indicators for
Skills and
performance
criteria
criteria at home
Daily EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Match with lines the daily activities. Encourage students
activities Understand Learners can to read and
Routines short simple main ideas activities sent on
Imperatives familiar details in
(PILAY subjects. short simple Ask the teacher in
RODRIGUEZ (Example: online or case of doubts.
MARCOS news about print texts on
TUILO) sports or familiar Accompaniment of
famous subjects, the weekly agenda
EFL 4.3.2. most
etc. to identify
and Learners can
relevant simple
Activity 2. Write the words from the “work bank” in the empty spaces to
complete the phrases. Use each word only as many times as it is in the box, make
sure that all words are used.
learning REF. Work Bank
resource to (I.EFL.4.16.1.) get go have buy
compare and (I.1, I.3, I.4, get have come do
contrast J.2, J.4) go have iron listen
information in go have watch Read
order to
demonstrate c. _______________ up j. _______________ to work
understanding d. __________ the laundry j. _______________ a book
and command c. _______________ dinner k. _______________ to
of a topic. d. ______________ to bed music
e. _______________ TV l. _______________ a
f. _______________ home shower
g. _______________ breakfast m. _______________
h. _______________ a shopping
newspaper n. ______________ the
clothes
o. _______________ dressed
p. _______________ lunch
Activity 3.-. Now match the complete phrases with the pictures below, write the
correct letter next to each picture.
Activity 4.- Label the sentences with the pictures, put the letters into the squares
(a-i)
WEEK 24
Indicators for
Skills and
performance
criteria
criteria at home
CARREÑO EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the pictures of VERB PICTURE MATCH, then match
SALVATIERRA Express Learners ask the verbs to the correct picture. you can guide yourself with the vocabulary.
VICTOR curiosity about questions Vocabulary: Vocabulario
ALEJANDRO the world about how English Spanish
(Verbs) and other other Play jugar
participating in
presentations
or other group
work.
MENDOZA EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the pictures of VERB PICTURE MATCH, then match
ZAMBRANO Express Learners ask the verbs to the correct picture. you can guide yourself with the vocabulary.
(Verbs) about the about how Vocabulary: Vocabulario
world other English Spanish
and other people live. Play jugar
cultures by REF. A (J.3, Cook cocinar
asking simple S.1) Skip Saltar / brincar
WH_ Run Correr
questions in Sing Cantar
class after Eat Comer
reading
and/or
participating
in
presentations
or other
group
work.

WEEK 25
Indicators for
Skills and
the
criteria
AGUILAR EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 With the help of an adult, look at each image and link it
JAMA CARLOS Express Learners ask to the correct word, use the vocabulary as a guide.
MAXIMILIANO curiosity about questions Vocabulary: Vocabulario
(Movies) the world about how English Spanish
and other other Drama Drama
cultures by people live. Adventure Aventuras
WH_ questions S.1) Horror Horror
in class after Love story Historia de amor
reading and/or Fantasy Fantasía
participating in Comedy Comedia
presentations Tearjerker Película sentimental
or other group Western Occidental
work. Science fiction Ciencia ficción
MACIAS EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 With the help of an adult, look at each image and link it
QUIROZ Express Learners ask to the correct word, use the vocabulary as a guide.
VICTOR DAVID curiosity about questions Vocabulary: Vocabulario
(Movies) the world about how English Spanish
and other other Drama Drama
cultures by people live. Adventure Aventuras
asking simple REF. A (J.3, Horror Horror
WH_ questions S.1) Love story Historia de amor
in class after
reading and/or Fantasy Fantasía
participating in Comedy Comedia
presentations Tearjerker Película sentimental
or other group Western Occidental
work. Science fiction Ciencia ficción

WEEK 25
Indicators for
Skills and
performance
criteria
criteria at home
Movies EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Read and ty to understand the grammar tip before to do the Encourage students
Understand Learners can activities. to read and
Different main points in understand GRAMMAR TIP complete the
genre in the short simple main ideas The present perfect tense can be used to talk about past actions with no specific activities sent on
films texts on and some time of the action. The structure of a sentence is: time.
(PILAY familiar details in Subject + have/has + verb in past participle + complement.
RODRIGUEZ subjects. short simple Remember: Ask the teacher in
MARCOS (Example: online or ● The past participle of regular verbs end in ed. I.e. played, cooked case of doubts.
TUILO) Different print texts on ● The past participle of irregular verbs has different forms: I.e. gone, seen
genre in the familiar ● You can use the Time Adverbs: Yet (until now), already (earlier than Accompaniment of
films) subjects, expected), just (a very short time ago), never (not at any time before) the weekly agenda
using I have just seen the new movie. to our son.
EFL 4.3.2. contextual He has never been to Quito.
Make use of clues to help We haven’t done the homework yet. Prioritize your
titles, most Activity 2. Can you label the movies according to their genre?
and organization,
relevant
appropriate simple
text types. learning Activity 3.- Read the sentences below and decide if they are True
EFL 4.4.2. resources, (T) or False (F) for you.
a simple print and in print, a. I have watched more than 20 movies in my life. (T) (F)
learning compare and b. My family and I have gone to the movie theater. (T) (F)
compare and information. (T) (F)
c. My best friend has seen more movies than me.
contrast REF.
information in (I.EFL.4.16.1.) (T) (F)
d. I haven’t heard of any Ecuadorian movies.
order to (I.1, I.3, I.4,
demonstrate J.2, J.4) e. My family and I have watched many movies at home (T) (F)
understanding during the pandemic.
and command Activity 4.- Find the hidden words in the word search, read the concept and
of a topic. locate the word that corresponds to it. Use the word bank as a guide.
Word Bank: REVIEW – SET – CAST – COSTUMES – BOX * OFFICE – OSCARS –
DIRECTOR – TRAILER - CHARACTERS – PREMIERE - REMAKE – SOUNDTRACK –
SUBTITLES - TRILOGY.
CARREÑO EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 With the help of an adult, look at each image and link it
SALVATIERRA Express Learners ask to the correct word, use the vocabulary as a guide.
VICTOR curiosity questions Vocabulary: Vocabulario
ALEJANDRO about the about how English Spanish
(Movies) world other Drama Drama
and other people live. Adventure Aventuras
cultures by REF. A (J.3, Horror Horror
asking simple S.1) Love story Historia de amor
WH_ Fantasy Fantasía
questions in Comedy Comedia
class after Tearjerker Película sentimental
reading Western Occidental
and/or Science fiction Ciencia ficción
participating
in
presentations
or other
group
work.
MENDOZA EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 With the help of an adult, look at each image and link it
ZAMBRANO Express Learners ask to the correct word, use the vocabulary as a guide.
PAÚL ELIAN curiosity questions Vocabulary: Vocabulario
(Movies) about the about how English Spanish
world other Drama Drama
and other people live. Adventure Aventuras
cultures by REF. A (J.3, Horror Horror
asking simple S.1) Love story Historia de amor
WH_ Fantasy Fantasía
questions in Comedy Comedia
class after Tearjerker Película sentimental
reading Western Occidental
and/or Science fiction Ciencia ficción
participating
in
presentations
or other
group
work.

WEEK 26
Indicators for
Skills and
the
criteria
AGUILAR EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the human figures according to the color
JAMA CARLOS Express Learners ask suggested on the dice.
(Pop Art) the world about how
and other other
WH_ questions S.1)
in class after
reading and/or
participating in
presentations or
other group
work.
Activity 2/ Actividad2. Kinds of Art. With the help of an adult, look at each
image and draw a line from the picture to the correct art, use the vocabulary
as a guide.
Vocabulary: Vocabulario
Fashion design: Diseño de moda – painting: pintura – filmmaking: cine –
crafts: manualidades – drawing: dibujo – illustration: ilustración –
photography: fotografía – cartoon: caricatura – architecture: arquitectura.
MACIAS EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the human figures according to the color
QUIROZ Express Learners ask suggested on the dice.
VICTOR DAVID curiosity about questions
and other other
WH_ questions S.1)
in class after
reading and/or
participating in
presentations or
other group
work.
as a guide.
WEEK 26
Indicators for
Skills and
performance
criteria
criteria at home
Pop Artist EFL 4.3.1. I.EFL.4.11.1. Activity 1.- Find the pop art artists and vocabulary in the word search. Encourage students
Expressions short simple main ideas activities sent on
in the texts on and some time.
world of familiar details in
Pop Art subjects. short simple Ask the teacher in
RODRIGUEZ Expressions in print texts on
MARCOS the world of familiar Accompaniment of
TUILO) Pop Art) subjects, the weekly agenda
using to our son.
EFL 4.3.2. contextual
Make use of clues to help Prioritize your
titles, most relevant
illustrations, information. Persuade the
organization, (Example: students to observe
text outline title, and listen to the
and layout, illustrations, different contents.
understand
relevant Learners can Activity 2. Make your own vocabulary in English and Spanish, select 10 words from the
information in use and make word search and write them in the box below.
written level- simple N° English Español
appropriate learning 1
text types. resources, 2
EFL 4.4.2. both online 3
Make and use and in print, 4
a simple print in order to 5
or digital compare and 6
learning contrast 7
resource to information. 8
compare and REF. 9
contrast (I.EFL.4.16.1.) 10
order to J.2, J.4) Activity 3.- Read and translate into Spanish the grammar tip.
demonstrate GRAMMAR TIP
understanding The present perfect tense Is used to talk about past actions with no specific time
and command of the action.
of a topic. The time adverbs:
Just (a very short time ago) is used affirmative sentences only.
Yet (until now) is used at the end of negative sentences.
Already (earlier than expected) is used in affirmative and interrogative sentences.
Activity 4.- Complete the letter Camila sent Louis and add the adverbs just, yet,
or already in the blanks. Complete la carta que Camila le envió a Louis y añada
los adverbios just= solo, yet= todavía, o already = ya.
Dear Louis,
I have _________ read your letter and I’m so excited about the great news. I’m
really happy you have made your dream come true. An art gallery is what you
have always wanted since high school. I hope I can visit you soon and see all the
great ideas you have had to start your new business.
I have not asked you __________: Have you __________ contacted
some artists? I have a friend in your city who may be interested. She
has ________ worked as a graphic designer for a long time and her
digital art has been shown in some famous galleries. Her artwork has been
influenced by Andy Warhol, the creator of Pop Art, and it is amazing.
I have not talked to her since last summer, but I can call her if you are interested.
Let me know.
Well, I’ll talk to you soon and congratulations on this new project!
Love,
Camila
AGUILAR EFL 2.1.4. I.EFL.2.2. Activity 1/ Actividad 1 Color the human figures according to the color
JAMA CARLOS Express Learners ask suggested on the dice.
and other other
WH_ questions S.1)
in class after
reading and/or
participating in
presentations or
other group
work.
as a guide.
REVIEWED APPROVED
English Teachers: Area Director: Academic Board President:
Mg. Alexandra Elizabeth Chalén Álava. Mg. Alexandra Elizabeth Chalén Álava. Lcda. Mariuxi Moreira Moreira.
Signatures: Signature: Signature:
Date: Date: Date:

Mqs Microcurricular Planning 8th Bs. 2021

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UNIDAD EDUCATIVA

“MATHIUS QUINTANILLA SIERRA”

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

Activity 3.- Put the sentences in the correct order.

1. My friend ______ a yellow t-shirt.

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

Small Shops (zmol shaps)

Many Houses (meny jauses)

Lots of traffic (lorof traffic)

Shopping Centre (shapin center)

Small Shops (zmol shaps)

Many Houses (meny jauses)

Lots of traffic (lorof traffic)

Activity 2/ Actividad 2 Look, choose by painting the correct answer, imitate

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

Small Shops (zmol shaps)

Many Houses (meny jauses)

Lots of traffic (lorof traffic)

Shopping Centre (shapin center)

Small Shops (zmol shaps)

Many Houses (meny jauses)

Lots of traffic (lorof traffic)

Activity 2/ Actividad 2 Look, choose by painting the correct answer, imitate

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

7. My friend ______ a yellow t-shirt.

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

CURRICULAR THREADS: READING

Date: Date: Date:

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