School name

SCHOOL YEAR
logo

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 8 Class:
Foreign Language
Unit number: 5 TEXTBOOK: Keep it Real Unit Specific Objectives: O.EFL 4.2 Appreciate and value
Unit Title: My life English as an international language
and a medium to interact globally.

TRANSVERSAL Solidarity, justice, innovation PERIODS: STARTING WEEK:

AXES

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
COMMUNICATION AND CULTURAL AWARENESS:
EFL.4.1.9Recognize the consequences of one’s actions by demonstrating responsible
decision-making at school, online, at home and in the community, while considering
ethical standards, safety concerns, social norms and mutual respect.
ORAL COMMUNICATION:
EFL.4.2.2 Use a series of phrases and sentences to describe aspects of personal
background, immediate environment and matters of immediate need in simple terms
using grammatical structures learnt in class (although there may be frequent errors
with tens- es, personal pronouns, prepositions, etc.)
READING:
EFL.4.3.7 Read, gather, view and listen to information from various sources in order
to organize and discuss relationships between academic content areas. (Example:
nonfiction books for young adults, the Internet, audio and media presentations, oral
interviews, maps, diagrams, reference books, magazines, etc.)
WRITING:
EFL. 4.4.7 Use the process of prewriting, drafting, revising, peer editing and
proofreading (i.e., “the writing process”) to produce well-con- structed informational
texts.
LANGUAGE THROUGH THE ARTS:
EFL. 4.5.4 Create personal stories by adding imaginative details to real-life stories and
situations, using appropriate vocabulary and elements of the literature learners have
read or heard.
INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS:
CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and
beyond in order to manifest an understanding of the relationship between cultural
perspectives and practices and by sharing cross cultural experiences.
I.EFL.4.1.1. Learners can compare and contrast oral traditions, myths, folktales and
literature from Ecuador and other cultures in order to demonstrate an 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)
ORAL COMMUNICATION:
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 of unfamiliar words and phrases using context clues and/or
prior knowledge.
I.EFL.4.6.1. Learners can grasp the general meaning of spoken texts set in familiar
everyday contexts and infer changes in the topic of discussion, as well as de- duce the
meanings of unfamiliar words and exchanges through the use of con- text clues,
provided speech is given slowly and clearly and there is sufficient visual support. (I.3,
S.1, J.4)
READING:
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short
simple texts on familiar subjects, making use of contextual clues to identify relevant
information in a text.
I.EFL.4.11.1. Learners can understand main ideas and some details in short simple on-
line or print texts on familiar subjects, using contextual clues to help identify the
LESSON: An actor’s life for me. READING.
METHODOLOGICAL STRATEGIES EVALUATION
RESOURCES ACTIVITIES TECHNIQUES
/ INSTRUMENTS
Warmer: With books closed, divide sts into teams and write 12-15 different times on the board, e.g., Student book Pg. 50 Student performance: Questions
7.30, 8.00, 9.30, 1.00. Remind sts that they learned 12 expressions for daily routine in the last Workbook Pg.41 about procedure, student
lesson. Invite teams in turn to say a sentence about what they do at a particular time, e.g. I get up at RLP Platform notebook, graphic organizers.
half past seven. If their sentence is correct, cross out the time and add the expression they use to
the board. This expression and time cannot be used again. If their sentence is not correct, don't
correct it, but move to the next team. Continue until all the expressions from page 49 have been
practiced.
Development:
1. Audio 5.3 Focus off the article and read out the title. Ask sts to look at the pictures and ask:
Who are the two people? (brother and sister). Remind them that it is helpful to read the title
and look at the pictures before they read a text, to help them understand it. Pre-teach the
words actor, dance/dancer, sing/singer and drama. Read out the question, then play the
audio for sts to read and listen to the article and answer the question. Check the answer.
2. Interpreting information Read out the task and point out to sts that it is Charlotte who is
writing the article. Point out (in the sts' own language if necessary) that Jordan dos not talk
about his school day, so in order to do this task, sts need to interpret what Charlotte says, to
decide if Jordan would say it. As an example, read out the first sentence and ask: Who says: I
am twelve years old? (Charlotte) Then ask: How old is Jordan? (twelve - he is Charlotte's
twin brother). Ask: Is the sentence also true for Jordan? (yes, so the answer is B - both). Sts
then read the text again and decide who says the sentences. Allow sts to compare answers
in pairs, then check with the class, eliciting evidence from the text to confirm answers.
3. Read out the question, then allow sts time individually to write a sentence saying which day
they prefer and why. Ask some sts to tell the class.
4. Word Power. Sts could work in pairs to match the words with the pictures. Encourage them
to read the words carefully in context to work out the meanings. Check answers, and check
that sts understand all the words. Model and drill pronunciation.
5. Read out the questions and check that sts understand them. Sts then work in pairs to ask
and answer them. Ask some sts to tell the class their answers.
6. 21st Century skills. Find out. Set this exercise for homework if you prefer. If you have time in
class, you could brainstorm with the class what they know about each of the famous people,
and if there are similar famous theatre schools in their country. Sts can then find the
information by searching online. Elicit what they learn in the next class.
Wrap up:
Reading practice: WB p.41 Sts will find more practice for reading here. Set these exercises for
homework.
LESSON: GRAMMAR: Present Simple: affirmative
METHODOLOGICAL STRATEGIES EVALUATION
RESOURCES ACTIVITIES TECHNIQUES
/ INSTRUMENTS
Warmer: This lesson features an optional animated presentation of the grammar in context called I Student book Pg. 51 Student performance: Questions
have a guitar lesson on Monday!, including the affirmative form and use of the present simple. You Workbook Pg. 42 about procedure, student
can watch this in class if you have time and access to a computer or tablet, or you can ask sts to RLP Platform notebook, graphic organizers.
download it from the Richmond Learning Platform to watch at home. See TG page 289 for animation
script.
Development:
1. Read the examples in the grammar box with the class, then read out the rules and elicit the
correct answers to complete them. Point out that we always change the ending of the verb
in the he/she form, but the way we change it depends on the spelling of the verb. Point out
that the form also changes if we are talking about another person, but don't use the
pronouns he or she, .g. He gets up early/My dad gets up early. Point out that the spelling of
do /du:/ changes in the he/she form to does /dAz/. Point out also that some verbs are
irregular, e.g., have/has, so sts need to learn these. Ask questions to check concept.
2. Students copy the sentences into their notebooks and complete them with the correct verb
forms. Allow sts to check their answers in the text, then check answers with the class,
referring back to the rules as necessary.
3. Pronunciation. Audio 5.4 Play the audio for sts to listen to the pronunciation. Point out the
three phonetic transcriptions and model pronunciation of them again. Play the audio again,
pausing for sts to repeat.
4. Pronunciation. Audio 5.5 Ask sts to copy the table from Exercise 3 into their notebooks. Sts
complete the table with the verbs. Play the audio for sts to listen and check. See Answers
for audio script. Play the audio again, pausing for sts to repeat.
5. Audio 5.6 Read out the task and the example answer. Puts sts into pairs and ask them to
guess the correct daily routine for each person. Play the audio for them to listen and check.
See TG page 259 for audio script. Check answers.
6. Ask sts to complete the sentences individually. Ask one or two sts to read out some of their
sentences to check they are correct.
7. Read out the task and the example sentences. Point out that the we form is the same as the
I form in the present simple: I have cereal/we have cereal. Put sts into pairs to compare
their sentences and make sentences about themselves and their partner. With stronger
classes, you could teach the question form: What time do you...? Sts could ask and answer
the questions to exchange the information, then make their sentences. Ask some sts to read
some of their sentences to the class.
Wrap up: Encourage sts to read this fun fact for pleasure. Sts might also be interested to know that
Simon Cowell, the X Factor host, does 150 push-ups every morning to keep himself fit! Grammar
practice: WB p.42 Sts will find more practice of the present simple: affirmative here. Set these
exercises for homework.
Note: See Teachers Guide for fast finishers activities.
LESSON: Home School. VOCABULARY and LISTENING. Common verbs
METHODOLOGICAL STRATEGIES EVALUATION
RESOURCES ACTIVITIES TECHNIQUES
/ INSTRUMENTS
Warmer: Ask: Do you like school? What's good about school? Elicit a few ideas, e.g., it's interesting. Student book Pg.52 Student performance: Questions
Ask: What's bad about school? Put sts into pairs and ask them to think of three things that are good Workbook Pg.43 about procedure, student
about school and three things that are bad. Ask pairs in turn to tell the class their ideas. RLP Platform notebook, graphic organizers.
Development:
1. Audio 5.7 Sts could work in pairs to copy the phrases and complete them with the correct
verbs. Play the audio for sts to listen and check their answers. See Answers for audio script.
Check they understand all the phrases, then play the audio again, pausing for sts to repeat.
2. Ask sts to copy the sentences into their notebooks and complete them with the correct
verbs. Allow sts to compare their answers in pairs, then check with the class. Ask sts to read
the sentences again and tick the ones that are true for them.
3. Put sts into pairs to tell each other which sentences are true for them. Read out the
example answer and point out the -s ending on the verb. Remind sts that the verb form
changes in the he/she form. Ask some sts to tell the class something their partner does.
4. Audio 5.8 Ask sts to look at the picture and read about the podcast. Ask: Why do you think
Josh doesn't go to school? Elicit a few ideas, but don't confirm them. Explain to sts that they
will hear an interview with Josh. Then play the audio for sts to listen and check. See TG page
259 for audio script. Check the answer, playing the audio again, pausing if necessary to
confirm the answer.
5. Audio 5.8 Understanding information in a podcast Read out the task and allow sts time to
read through the sentences. Point out that all the information they need to listen for is
about Josh, but they also need to listen to the interviewer because the information they
need might be in the questions, as well as Josh's answers, e.g. 'Does your Spanish teacher
come to your house?' Yes. Play the audio again for sts to listen and decide if the sentences
are true or false. Allow sts to compare their answers in pairs, then check answers, playing
the audio again and pausing to confirm answers.
6. Think critically. Write the heading Home schooling on the board, then write the headings:
Good and Bad. Elicit one or two ideas to add under each heading, then put sts into pairs to
make a list. Ask pairs in turn to tell the class their ideas, and add them to the board. Ask sts
to put their hands up if they think home schooling is a good idea. Invite individual sts to tell
the class why. Do the same with sts who think home schooling is a bad idea. You could end
with a class vote.
Wrap up: Vocabulary and Listening practice: WB p.43 Sts will find more practice for listening, and
practice of common verbs here. Set these exercises for homework.
LESSON: GRAMMAR. Present simple: negative
METHODOLOGICAL STRATEGIES EVALUATION
RESOURCES ACTIVITIES TECHNIQUES
/ INSTRUMENTS
Warmer: This lesson features an optional animated presentation of the grammar in context called Student book Pg.53 Student performance: Questions
Do they give him homework?, including the negative and question forms of the present simple. You Workbook Pg.44 about procedure, student
can watch this in class if you have time and access to video, or you can ask sts to download it from RLP Platform notebook, graphic organizers.
the Richmond Learning Platform to watch at home. See IG page 289 for the animation script.
Development:
1. Read the examples in the grammar box. You could mime shaking your head as you read the
sentences, to convey the negative meaning. Read out the rules and elicit the correct words
to complete them. Point out to sts that, as in the affirmative form, the he/ she form is
different: I, we, you don't go/She doesn't go. Point out that in the he/she form, the main
verb does not have the -s ending in the negative form: He doesn't go, NOT He doesn't goes.
Ask questions to check concept.
2. Elicit the first answer as an example. Sts then write the negative sentences in their
notebooks. Check answers, then ask individual sts to read out a sentence that is true for
them.
3. Use the picture to teach the word violin. Ask sts to read the text and write the correct verb
forms in their notebooks. Weaker sts could work in pairs for this. Check answers with the
class, referring back to the rules to explain the answers.
4. Read the examples in the grammar box, then write a question and short answer on the
board, e.g. Do you like school? Yes, I do. Elicit the correct order of the parts of questions and
short answers and write them above the examples on the board. Point out to sts that we
need to use do/dos in questions: Do you like school? NOT You like school? and point out
that in short answers we don't use the main verb: Yes, I do. NOT Yes, I like. Point out also
that, as with the affirmative and negative forms, it is only the he/she forms that use the
different forms does/doesn't. Ask questions to check concept.
5. Read out the task and the example, then ask sts to write the questions that they need to
ask. Check these with the class and correct any errors. Sts then ask and answer the
questions about Josh in pairs. Check answers.
6. Sts work in pairs to ask each other the questions in Exercise 5. Ask some sts to tell the class
something about their partner, e.g., Ana's mum doesn't teach her.
7. Read out the task and elicit the question form for each idea in the box, .g. Do you do
homework in the morning? Sts then ask and answer the questions in pairs. Ask some sts to
tell the class something about their partner.
Wrap up: Grammar practice: WB p.44 Sts will find more practice of negative and question forms of
the present simple here. Set these exercises for homework.
LESSON: KEEP TALKING! After-school fun. READING and LISTENING.
METHODOLOGICAL STRATEGIES EVALUATION
RESOURCES ACTIVITIES TECHNIQUES
/ INSTRUMENTS
Warmer: Ask: What activities do you do when you aren't at school? Elicit a few ideas and teach the Student book Pg. 54 Student performance: Questions
vocabulary that sts need to answer, e.g., watch TV, play computer games, play tennis. Teach the Workbook Pg. about procedure, student
word club and ask: Are you in any clubs? Elicit any clubs that sts are in, e.g., football clubs, RLP Platform notebook, graphic organizers.
swimming clubs, drama clubs.
Development:
1. Read out the question, then ask sts to read about the four different clubs and answer the
question. Allow sts to compare their answers in pairs, then check with the class. Explain that
movie is another word for film. Meet and eat and Study group are both at school.
2. Sts could work in pairs to read the notices again and answer the questions. Check answers,
eliciting the part of each notice which confirms the answer.
3. Read out the questions, then put sts into pairs to discuss them. Ask pairs in turn to tell the
class their ideas. Elicit what clubs there are the sts' school. Ask: What clubs would you like at
your school? Elicit their ideas.
4. Audio 5.9 Tell sts they will now hear a conversation between Ruby and George about the
after-school clubs in the notices. Read out the question, then play the audio. See TG page
259 for audio script. Sts listen and note down the clubs they talk about. Check answers,
playing the audio again if necessary and pausing to confirm answers.
Wrap up:
5. Audio 5.9 Read out the questions and check that sts understand them all. Play the audio
again for sts to listen and answer the questions. Allow sts to compare their answers in pairs,
then check answers, playing the audio again and pausing to confirm answers.

LESSON: SPEAKING. Suggestions

METHODOLOGICAL STRATEGIES EVALUATION
RESOURCES ACTIVITIES TECHNIQUES
/ INSTRUMENTS
Warmer: Student book Pg. 55 Student performance: Questions
1. Audio 5.10 Focus on the photo and explain that it shows Ruby and George. Explain to sts Workbook Pg.45 about procedure, student
that they will hear Ruby and George talking after school and deciding what to do. Read out RLP Platform notebook, graphic organizers.
the question: What do Ruby and George decide to do? With stronger classes, you could start
by playing the dialogue with books closed and have sts listen for the answer. Then play the
audio again for them to listen and read to confirm their ideas. With weaker classes, play the
dialogue for sts to listen and read. Check answer.
Development:
2. Audio 5.11 Focus on the Useful language, then play the audio once for sts to listen to the
phrases. Check that sts understand everything and elicit how to say the phrases in the
students' own language. Then play the audio again, pausing for sts to repeat.
3. Audio 5.12 Sts copy the conversation into their notebooks and complete it with the correct
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS Science:

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE:

 School name
SCHOOL YEAR
logo

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 8 Class:
Foreign Language
Unit number: 6 TEXTBOOK: Keep it Real Unit Specific Objectives: O.EFL 4.2 Appreciate and value
Unit Title: Free time English as an international language
and a medium to interact globally.

TRANSVERSAL Solidarity, justice, innovation PERIODS: STARTING WEEK:

AXES

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL.4.1.3 Display an understanding of the relationship between the practices and CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and
perspectives of different cultures by recognizing and sharing cross-cultural beyond in order to manifest an understanding of the relationship between cultural
experiences and ideas. perspectives and practices and by sharing cross cultural experiences.
I.EFL.4.1.1. Learners can compare and contrast oral traditions, myths, folktales and
ORAL COMMUNICATION: literature from Ecuador and other cultures in order to demonstrate an understanding
EFL.4.2.10 Sustain a conversational exchange on a familiar, everyday subject when of the relationship between cultural practices and perspectives. Learners can share
carrying out a collaborative/paired learning activity in which there are specific cross- cultural experiences while naming universal cultural themes. (I.2, S.1, S.2, J.1)
instructions for a task.
ORAL COMMUNICATION:
READING: CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken
EFL.4.3.10 Select from and evaluate a range of both physical and digital texts and texts set in familiar everyday contexts, provided speech is clear and articulate, and
materials in order to promote acquisition and develop an appreciation of the deduce the meanings of unfamiliar words and phrases using context clues and/or
language. prior knowledge.
I.EFL.4.6.1. Learners can grasp the general meaning of spoken texts set in familiar
WRITING: everyday contexts and infer changes in the topic of discussion, as well as de- duce the
EFL. 4.4.7 Use the process of prewriting, drafting, revising, peer editing and meanings of unfamiliar words and exchanges through the use of con- text clues,
proofreading (i.e., “the writing process”) to produce well-con- structed informational provided speech is given slowly and clearly and there is sufficient visual support. (I.3,
texts. S.1, J.4)

LANGUAGE THROUGH THE ARTS:
EFL. 4.5.4 Create personal stories by adding imaginative details to real-life stories and
situations, using appropriate vocabulary and elements of the literature learners have
read or heard.
READING:
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short
simple texts on familiar subjects, making use of contextual clues to identify relevant
information in a text.
I.EFL.4.11.1. Learners can understand main ideas and some details in short simple on-
line or print texts on familiar subjects, using contextual clues to help identify the
LESSON: I check Youtube fifty times a day! READING
METHODOLOGICAL STRATEGIES EVALUATION
RESOURCES ACTIVITIES TECHNIQUES
/ INSTRUMENTS
Warmer: Ask: What is YouTube? Elicit a description: It's a website where you can watch videos. Ask: Student book Pg.60 Student performance: Questions
What kinds of videos can you watch on YouTube? Elicit ideas from individual sts. Allow them to Workbook Pg.33 about procedure, student
suggest ideas in their own language if necessary, then teach the English words. Build up a list on the RLP Platform notebook, graphic organizers.
board, e.g., music, fitness, hair and make-up, sports. If sts don't mention gaming, introduce the word
and as sts if they ever watch gaming videos online.
Development:
1. Read out the questions and check that sts understand them. Put sts into pairs to discuss the
questions. For feedback, read out each question in turn and elicit some possible answers.
2. Audio 6.2 Focus on the pictures and read out the question. Elicit a few possible answers but
don't confirm them. Play the audio for sts to read and listen to the webpage to check the
answer. Check the answer with the class and check that sts understand professional.
3. Reading for detail. Read out the task and point out to sts that in order to decide if the
sentences are true or false, they must read the webpage carefully, to check the details. Read
out the first sentence and ask sts to read the first paragraph about Lewis again. Ask: Does
Lewis watch other people play videogames? (no - other people watch him). Point out that
the article uses the same words as the sentence, but the meaning and details are different.
Ask sts to read the article again and decide if the sentences are true or false. Allow sts to
compare their answers in pairs, then check with the class, eliciting evidence from the text to
confirm answers.
4. Word Power. Sts could work in pairs to read the highlighted words in context and work out
the meanings. Alternatively, read out each highlighted word in its context and ask questions
to elicit the meaning, e.g. If people stream his games, does it mean they watch them online?
(yes). Check that they understand all the words, then put them into pairs to ask and answer
the questions. Discuss their answers as a class and encourage as many sts as possible to join
in and talk about things that they do online.
5. 21st Century skills: Think critically. Read out the task and the example answer. To help sts
prepare their ideas, ask them to think about a typical day and note down all the different
ways they use the internet, .g. to check information, watch films, buy things, etc. Then put
them into groups to discuss the questions. Ask groups in turn to tell the class their ideas.
Wrap up: Reading practice: WB p.33 Sts will find more practice for reading here. Set these exercises
for homework.
LESSON: GRAMMAR: Adverbs of frequency
METHODOLOGICAL STRATEGIES EVALUATION
RESOURCES ACTIVITIES TECHNIQUES
/ INSTRUMENTS
Warmer: This lesson features an optional animated presentation of the grammar in context called I Student book Pg. 61 Student performance: Questions
take photos every day!, including the use of adverbs and expressions of frequency. You can watch Workbook Pg.51 about procedure, student
this in class if you have time and access to a computer or tablet, or you can ask sts to download it RLP Platform notebook, graphic organizers.
LESSON: REAL CULTURE!
METHODOLOGICAL STRATEGIES EVALUATION
RESOURCES ACTIVITIES TECHNIQUES
/ INSTRUMENTS
Warmer: Say: Imagine you are at a festival right now. Ask: What can you see around you? (lots of Student book Pg. 66 Student performance: Questions
people, stages with bands and singers, food stalls, etc.) What can you hear? (music, people cheering, RLP Platform about procedure, student
people talking, announcements, etc.) What can you smell? (food cooking). Ask more questions to notebook, graphic organizers.
prompt sts to think about the details, e.g. What's the weather like? What clothes do people have
on? As a class, try to build up a picture of what it feels like to be at a festival.
Development:
1. Ask sts to read the introduction and look at the pictures. Check they understand popular.
Then put them into pairs to discuss which festival they would like to go to and why. Ask
some pairs to tell the class their ideas.
2. Audio 6.16 Read out the three descriptions and check that sts understand them. Then play
the audio for sts to read and listen to the text. Sts could then work in pairs to do the
matching task. Check answers, eliciting evidence from the text to support the answers.
3. Ask sts to copy the table into their notebooks. They then read the article again and
complete the table with notes. To check answers, draw the table on the board and elicit
notes to add for each festival.
Wrap up:
4. Word Power. Sts could work in pairs to find five types of music in the article. Check answers,
and check that sts understand the words. Then, as a class, brainstorm other types of music
(see suggested answers). Ask some sts what their favourite type of music is. You could ask
for a show of hands to see who in the class likes each type of music.
LESSON: REAL CULTURE!
METHODOLOGICAL STRATEGIES EVALUATION
RESOURCES ACTIVITIES TECHNIQUES
/ INSTRUMENTS
Warmer: Student book Pg. 67 Student performance: Questions
1. Read the introduction to the text and look at the pictures of the festivals. Which festival Workbook Pg. about procedure, student
would you like to go to? Why? RLP Platform notebook, graphic organizers.
Development:
2. Audio 6.16 Read and listen to the text. Match the descriptions to the festivals.
3. Read the text again. Copy and complete the table with notes.
4. Word Power Find five types of music in the text. What other types of music do you know?
What is your favourite type of music?
5. 21st Century skills: Compare cultures. Read out the questions and check that sts understand
them, then put them into groups to discuss the questions. As they discuss the questions,
encourage them to make a list of the festivals in their country that they know, and make
notes on what they know about them. Monitor and help while they are working, then ask
groups in turn to tell the class what they know about festivals in their country. If some sts
have been to festivals, encourage them to share their experiences with the class.
6. Put sts into pairs to look at the pictures and answer the questions. Discuss the answers with
the class and encourage sts to share with the class what they know about the singers.
7. Audio 6.17 Sts work in their pairs to read the fact files and guess the correct options to
complete them. Play the audio for sts to listen and check. See TG page 261 for audio script.
Check answers with the class, then see which pairs guessed all the answers correctly.
Wrap up: Culture video: This lesson features an optional culture video about a place people can use
for their hobbies. You can watch this in class if you have time and access to video, or you
can ask sts to download it from the Richmond Learning Platform to watch at home. See Estate of the
Arts on TG pages 280 and 286.
Note: See Teachers Guide for fast finishers activities.
LESSON: PEN FRIENDS
METHODOLOGICAL STRATEGIES EVALUATION
RESOURCES ACTIVITIES TECHNIQUES
/ INSTRUMENTS
Warmer: Ask: How often do you get emails? Who sends you emails? Elicit answers from individual Student book Pg. 68 Student performance: Questions
sts, then ask: How often do you write emails? Who do you write to? Elicit answers from individual Workbook Pg.54 about procedure, student
sts. RLP Platform notebook, graphic organizers.
Development:
1. Sts could work in pairs to look at the website and answer the questions. Check answers.
Discuss why it can be a good thing to have a pen friend.
2. Ask sts to read the email and answer the questions. Discuss the answers with the class.
3. Sts read the email again and answer the questions. Allow sts to compare their answers in
pairs, then check with the class.
4. Read the Useful language box with sts and ask sts to find examples of the expressions in the
email. Discuss how to say these expressions in their first language.
5. Read the Look! box with sts. Point out the different position of too and also in a sentence.
Ask sts to find examples of too and also in the email. Check these with the class.
6. Read out the first sentence and elicit the full sentence, including also. Sts then write the
sentences in their notebooks. Check answers.
7. Sts write an email to a pen friend in the website in Exercise 1, following the steps in the
Writing plan.
Writing plan
Prepare: Sts choose which person they want to write to, then make notes about what they
do in their free time. They also think of questions they want to ask the person. They could
work in pairs for this, and help each other to prepare their notes.
Write: Explain to sts that they should use the email in Exercise 2 as a model for their email.
Remind them to use expressions from the Useful language box, and to use also and too
correctly to add information. Encourage them also to use a range of phrases for free-time
activities, and to use adverbs and expressions of frequency and Wh- questions.
Reflect: Ask sts to check their grammar, spelling and punctuation. Encourage them to focus
especially on adverbs and expressions of frequency and Wh-questions. They can then make
any necessary changes. Sts could then work in pairs to swap emails with a partner and give
feedback on the use of adverbs and expressions of frequency, Wh-questions and too and
also. Remind sts to be positive and encouraging when they give feedback.

Wrap up: Writing practice: WB p.54

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS Science:

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE:

 School name
SCHOOL YEAR
logo

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 8 Class:
Foreign Language
Unit number: 7 TEXTBOOK: Keep it Real Unit Specific Objectives: O.EFL 4.2 Appreciate and value
Unit Title: Skills and English as an international language
Sports and a medium to interact globally.

TRANSVERSAL Solidarity, justice, innovation PERIODS: STARTING WEEK:

AXES

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
COMMUNICATION AND CULTURAL AWARENESS:
EFL.4.1.6 Seek and provide information and assistance, orally or in writing and in
online or face-to-face interactions, for personal, social and academic purposes.
ORAL COMMUNICATION:
EFL.4.2.2 Use a series of phrases and sentences to describe aspects of personal
background, immediate environment and matters of immediate need in simple terms
using grammatical structures learnt in class (although there may be frequent errors
with tens- es, personal pronouns, prepositions, etc.)
READING:
EFL.4.3.6 Apply learning strategies to examine and interpret a variety of written
materials using prior knowledge, graphic organizers, context clues, note taking and
finding words in a dictionary.
WRITING:
EFL. 4.4.8 Convey and organize information using facts and details in or- der to
illustrate diverse patterns and structures in writing. (Ex- ample: cause and effect,
problem and solution, general-to-specific presentation, etc.)
INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS:
CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and
beyond in order to manifest an understanding of the relationship between cultural
perspectives and practices and by sharing cross cultural experiences.
I.EFL.4.1.1. Learners can compare and contrast oral traditions, myths, folktales and
literature from Ecuador and other cultures in order to demonstrate an 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)
ORAL COMMUNICATION:
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 of unfamiliar words and phrases using context clues and/or
prior knowledge.
I.EFL.4.6.1. Learners can grasp the general meaning of spoken texts set in familiar
everyday contexts and infer changes in the topic of discussion, as well as de- duce the
meanings of unfamiliar words and exchanges through the use of con- text clues,
provided speech is given slowly and clearly and there is sufficient visual support. (I.3,
S.1, J.4)

LANGUAGE THROUGH THE ARTS: READING:

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.
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short
simple texts on familiar subjects, making use of contextual clues to identify relevant
information in a text.
I.EFL.4.11.1. Learners can understand main ideas and some details in short simple on-
line or print texts on familiar subjects, using contextual clues to help identify the
LESSON: Amazing abilities. READING
METHODOLOGICAL STRATEGIES EVALUATION
RESOURCES ACTIVITIES TECHNIQUES
/ INSTRUMENTS
Warmer: With books closed, put sts into groups. Tell them that in the last lesson, they learned 10 Student book Pg.70 Student performance: Questions
new words and phrases for abilities. Give them two minutes to remember as many as they can. Ask Workbook Pg.59 about procedure, student
individual sts in turn to come and write one of the abilities on the board. Continue until all the RLP Platform notebook, graphic organizers.
words and expressions are on the board. If sts have missed some, give a clue to help them
remember. Check that sts understand all the abilities.

Development:
1. Audio 7.3. Read out the title of the article. Explain the meaning of tweens (young people
aged between about 8 and 12, who are not quite teenagers). Use the picture to teach the
word bull. Play the audio for sts to read and listen to the article. Elicit the answer to the
question.
2. Sts copy the sentences into their notebooks and complete them with the correct words.
Allow sts to compare their answers in pairs, then check with the class. Elicit the part of the
article which confirms each answer.
3. Guessing the meaning of new words Read out the task and point out to sts that when they
read a text in English, there will always be new words that they don't know. Explain that
they can use the context to guess the meaning of new words. Sts could work in pairs to look
at the words in bold and answer the questions. Discuss the answers as a class and ask sts to
guess the meanings.
4. Word Power. Read out the first word in the box and ask sts to find a word in the article for
someone who dances. Sts could then work in pairs to find the remaining words. Check
answers, and elicit other words that sts know which end in -er, e.g., teacher.
5. 21st Century skills: Find out. Set this exercise for homework if you prefer. If you have time in
class, you could brainstorm with the class what sts know about Bobby Fischer, and find out
who in the class plays chess. Sts can then find the information by searching online. Elicit
what they learn in the next class. The answer is that he was 13 years old. He won against an
adult, Donald Byrne, who was a respected chess champion.

Wrap up: Fun fact. Encourage sts to read this fun fact for pleasure You could ask if sts know any
other celebrities who have unusual talents. Sts might also be interested to know that if they search
online, they can watch a video of Justin Bieber solving a Rubik's Cube in under two minutes. They
can also watch videos of other people solving the puzzle in record- breaking times, including under
five seconds! Reading practice: WB p.59 Sts will find more practice for reading here. Set
these exercises for homework.

LESSON: GRAMMAR: can: affirmative and negative

METHODOLOGICAL STRATEGIES EVALUATION
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS Science:

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE:

 School name
SCHOOL YEAR
logo

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 8 Class:
Foreign Language
Unit number: 8 TEXTBOOK: Keep it Real Unit Specific Objectives: O.EFL 4.2 Appreciate and value
Unit Title: About town English as an international language
and a medium to interact globally.

TRANSVERSAL Solidarity, justice, innovation PERIODS: STARTING WEEK:

AXES

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
COMMUNICATION AND CULTURAL AWARENESS:
EFL.4.1.2 Recognize and demonstrate an appreciation of some commonalities and
distinctions across cultures and groups (differentiated by gender, ability, generations,
etc.) including the students’ own.
ORAL COMMUNICATION:
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:
EFL.4.3.7 Read, gather, view and listen to information from various sources in order
to organize and discuss relationships between academic content areas. (Example:
nonfiction books for young adults, the Internet, audio and media presentations, oral
interviews, maps, diagrams, reference books, magazines, etc.)
WRITING:
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, GoogleDrive, infographic makers, audio and
video editing, presentation apps, etc.)
LANGUAGE THROUGH THE ARTS:
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 tradition- al and popular Ecuadorian cultures.
INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS:
CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and
beyond in order to manifest an understanding of the relationship between cultural
perspectives and practices and by sharing cross cultural experiences.
I.EFL.4.1.1. Learners can compare and contrast oral traditions, myths, folktales and
literature from Ecuador and other cultures in order to demonstrate an 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)
ORAL COMMUNICATION:
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 of unfamiliar words and phrases using context clues and/or
prior knowledge.
I.EFL.4.6.1. Learners can grasp the general meaning of spoken texts set in familiar
everyday contexts and infer changes in the topic of discussion, as well as de- duce the
meanings of unfamiliar words and exchanges through the use of con- text clues,
provided speech is given slowly and clearly and there is sufficient visual support. (I.3,
S.1, J.4)
READING:
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short
simple texts on familiar subjects, making use of contextual clues to identify relevant
information in a text.
I.EFL.4.11.1. Learners can understand main ideas and some details in short simple on-
line or print texts on familiar subjects, using contextual clues to help identify the
LESSON: Welcome to my town. READING
METHODOLOGICAL STRATEGIES EVALUATION
RESOURCES ACTIVITIES TECHNIQUES
/ INSTRUMENTS
Student book Pg. 80 Student performance: Questions
Warmer: With books closed, put sts into groups. Tell them that in the last lesson, they learned 12 Workbook Pg.67 about procedure, student
new words for places in a town. Give them two minutes to remember as many as they can. Ask RLP Platform notebook, graphic organizers.
individual sts in turn to come and write one of the places on the board. Continue until all the words
are on the board. If sts have missed some, give a short-spoken clue to help them remember, .g. You
can get money here. Check that sts understand all the places.

Development:

1. Audio 8.2 Read out the questions and put sts into pairs to look at the pictures and say what
they think Lauren writes about. Play the audio for sts to read and listen to the text. Elicit the
answer to the question.
2. Understanding the main ideas in a text Read out the task and point out that the activities a-
d are quite general. Point out that, in order to do the matching task, sts only need to
understand the main ideas, not all the details. Encourage them to do this task quite quickly
and not worry if they don't understand all the details in the text. Allow sts to compare their
answers in pairs, then check with the class. Elicit the part of the text which confirms each
answer.
3. Word Power. Read out the task, then encourage sts to find the expressions in the text and
read them in context, so they can guess which expressions refer to a small number of
people and which refer to a large number. They could work in pairs for this. Check answers
with the class, and check that sts understand all the expressions.
4. Sts could work in pairs to find more phrases with a few, some, a lot of and no in the text.
Check answers, and check that sts understand all the phrases.
5. Put sts into pairs to choose four places in their town and write about the things you can do
there. If necessary, you could brainstorm some ideas with the class first. Ask pairs to read
some of their sentences to the class.

Wrap up: Extra activity. Discuss with the class which four places in their town they would choose for
a webpage like the one about Bristol, and what they would write about each place. Sts could work in
groups and design a webpage like the one about Bristol, with pictures of four places in their town
and a short text about each one. Reading practice: WB p.67 Sts will find more practice for reading
here. Set these exercises for homework.

LESSON: GRAMMAR: Present continuous: affirmative and negative

METHODOLOGICAL STRATEGIES EVALUATION
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS Science:

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE:

 School name
SCHOOL YEAR
logo

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 8 Class:
Foreign Language
Unit number: 9 TEXTBOOK: Keep it Real Unit Specific Objectives: O.EFL 4.2 Appreciate and value
Unit Title: Travel English as an international language
and a medium to interact globally.

TRANSVERSAL Solidarity, justice, innovation PERIODS: STARTING WEEK:

AXES

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from
Ecuador and international regions and cultures and identify similarities and
differences and universal cultural themes.
ORAL COMMUNICATION:
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal
background, immediate environment and matters of immediate need in simple terms
using grammatical structures learnt in class (although there may be frequent errors
with tens- es, personal pronouns, prepositions, etc.)
READING:
EFL 4.3.1 Understand main points in short simple texts on familiar sub- jects.
(Example: news about sports or famous people, descriptions, etc.)
WRITING:
EFL 4.4.1 Convey information and ideas through simple transactional or expository
texts on familiar subjects using ICT tools and conventions and features of English
appropriate to audience and purpose.
INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS:
CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and
beyond in order to manifest an understanding of the relationship between cultural
perspectives and practices and by sharing cross cultural experiences.
I.EFL.4.1.1. Learners can compare and contrast oral traditions, myths, folktales and
literature from Ecuador and other cultures in order to demonstrate an 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)
ORAL COMMUNICATION:
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 of unfamiliar words and phrases using context clues and/or
prior knowledge.
I.EFL.4.6.1. Learners can grasp the general meaning of spoken texts set in familiar
everyday contexts and infer changes in the topic of discussion, as well as de- duce the
meanings of unfamiliar words and exchanges through the use of con- text clues,
provided speech is given slowly and clearly and there is sufficient visual support. (I.3,
S.1, J.4)

LANGUAGE THROUGH THE ARTS: READING:

EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral
and written) to understand short simple everyday stories, especially if there is visual
support.
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short
simple texts on familiar subjects, making use of contextual clues to identify relevant
information in a text.
I.EFL.4.11.1. Learners can understand main ideas and some details in short simple on-
line or print texts on familiar subjects, using contextual clues to help identify the
LESSON: It was a great holiday! READING
METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Student book Pg.90 Student performance: Questions about
Warmer: With books closed, put sts into groups. Tell them you are going to describe something Workbook Pg.75 procedure, student notebook, graphic
and they must guess what it is. Tell groups they can only have two guesses. Give these clues for RLP Platform organizers.
the word holiday: It's fun. You can do it with your family, or with friends. It usually happens in the
summer. You can stay at home, or go to a different place. People often go to the beach. You can
stay in a hotel, or you can go camping. Continue until a group guesses the word correctly. Ask
individual sts: Where do you usually go on holiday? Do you usually stay in a hotel?

Development:
1. Put sts into pairs to discuss the questions. Ask them to make a list of the good and bad
things about camping. Ask pairs in turn to tell the class their ideas. See who in the class
enjoys camping, and ask them to tell the class what they like about it.
2. Audio 9.4 Teach the words tent and campsite. Play the audio for sts to read and listen to
the text and match the pictures with the two holidays. Check answers.
3. Comparing texts Read out the task and focus on the table. Read out the example answers
and point out to sts that they need to find similar information in the two texts. Sts copy
the table into their notebooks, then read the texts again and complete the table. Allow sts
to compare their answers in pairs, then check with the class. Elicit the part of the text
which confirms each answer. Ask some questions to encourage sts to compare the two
holidays, e.g., Where was the weather nice? (Italy). Where were there no showers?
(France). Which holiday was fun? (Italy).
4. Word Power) Ask sts to find the expressions in the article and complete them. Check
answers and elicit or teach the meaning of the two expressions. Elicit how to say the
expressions in the sts' own language.
5. Sts could work in pairs to complete the sentences with the correct days, months and years.
Check answers. Point out that ago comes after the time: .g. thirty years ago, NOT ago 30
years.
6. 21st Century skills: Find out. Set this exercise for homework if you prefer. Sts can find
information about yurts and write one or two sentences to answer the questions. In the
next lesson, they can share what they learned in groups. The answer is that yurts are used
in Central Asia, particularly in Mongolia. The Mongolians are nomadic people and they
move frequently. They use yurts as houses because they are easy to take down and move
to new locations.

Wrap up: Reading practice: WB p.75 Sts will find more practice for reading here. Set these
exercises for homework.

LESSON: GRAMMAR. Be: past simple

METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS Science:

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE: