UNIDAD EDUCATIVA AÑO LECTIVO: 2023 - 2024

FRANCISCO HUERTA RENDÓN

ZONA 5 DISTRITO 12D01 C03_04_07
CODIGO AMIE: 12H00025
Dirección: Av. Clemente Baquerizo y Juan E. Verdesoto
Telefono:05-257-1480
Correo: 12h00025educ12d01@gmail.com

PLANNING
SECOND TRIMESTER
INFORMATIVE DATA
Teacher: Lcda Nelly Mosquera
Subject: English
Grade/Course 8 th year of Basic Education
:
Class: Starting Week: 31/07/2023 27/10/2023
Objectives: O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-
appropriate critical analysis of familiar subjects and contexts.
TOPIC SKILLS AND INDICATORS FOR Active methodological strategies for teaching and learning Evaluation activities
PERFORMANCE THE PERFORMANCE
CRITERIA TO BE CRITERIA
DEVELOPED:
COMMUNICATIO EFL 4.1.2 I.EFL.4.2.1. Learners can Researching through the Internet about other cultures and complete the page
N AND ways of life and presenting them to the class using digital activity
Recognize and name similarities and
CULTURAL tools. Connect the words to
AWARENESS demonstrate an differences between the correct picture.
Interesting Working in small groups to complete a cultural project.
appreciation of different aspects of cultural
People
some groups. J.3, S.1, I.1) Participating in short dialogues and role plays to practice
commonalities and target language. (Example: thanking others, apologizing,
asking for help, greeting authorities, etc.)
distinctions across
cultures and groups Can you name the presidents from other countries? Do you
recognize the woman in this picture?
(differentiated by
gender, ability,
generations,
etc.) including the
students’ own.
 Discuss the questions with your partner:
What language do people speak in your country?
Name as many countries as you can that speak English.
Read and repeat the words of the vocabulary

Queen-rule- country-English-speaking countries-prince-

princess.
I.EFL.4.6.1. Learners can Listening to a simple, straightforward story and correcting Complete the page
EFL 4.2.1
grasp the general meaning false statements. activity
Understand of spoken texts set in When do you use the
Listening to a dialogue and completing a chart with key word from? Look at the
phrases and familiar everyday contexts
following examples and
expressions related and infer changes in the information. (Example: Name, country, nationality, discuss with your
topic of discussion, as well language, etc.) partner.
to areas of most as deduce the meanings of - Lionel Messi is
immediate unfamiliar words and Do you recognize any of these flags? What countries are Argentinian. = He is
Oral exchanges through the use they from? from Argentina.
priority within the
Communication of context clues, (I.3, S.1, - Ivan is from Colombia.
Soccer Around personal and = He is Colombian.
J.4)
the World - Mike is from The
educational
United States, but now
domains, he lives in Quito.
• Where are you from?
. (Example: daily
• Do you know people
life, free time, and have friends from
other countries?
school activities,
• What’s your teacher’s
etc.) nationality?

READING EFL 4.3.1 I.EFL.4.11.1. Learners can Reading a text and answering information questions. complete the page
Describing a activity
Understand main understand main ideas and
Family Predicting main ideas by reading the title and using other
points in short some details in short simple contextual clues (e.g.,illustrations, subheadings, etc.)
 online or print texts on What are some ways to describe members of a family?
familiar subjects, using
contextual clues to help
simple texts on identify the most relevant
familiar subjects. information. (Example: title,
(Example: illustrations, organization,
news about sports etc.) (I.2, I.4)
or famous people,
descriptions, etc.)

EFL 4.4.1 Convey I.EFL.4.9.1. Learners can Listening to a celebrity interview and writing three more complete the page
activity
information and use simple language to interview question ns.
ideas through describe, about
familiar How can I describe people’s personalities and physical
simple everyday topics such as appearance?
WRITING
Describing transactional or possessions, classroom
People expository texts
objects and routines in
on familiar subjects
short,structured situations,
using ICT tools and
interacting with relative
conventions and
ease. (I.3, I.4, S.4) CC
features of English
appropriate
to audience and
purpose.
LANGUAGE EFL 4.5.11 I.EFL.4.22.1. Learners can LANGUAGE THROUGH THE complete the page
THROUGH THE activity with your family.
Participate in collaborate and participate
ARTS ARTSBrainstorming a list of questions and responses
Family Photo creative thinking effectively in a variety of learners can use during small group discussions about
Album
through student groupings by literary texts. (Example: Who is your favorite character?
brainstorming, employing a wide range of
 creative thinking skills Why? Which story do you like better, A or B?, etc.)
working in groups, through the completion of
Did you consider professional photography to be an art?
games and activities such as playing What do you like taking pictures of?
problem-solving games,
tasks by showing
the ability to accept brainstorming and problem actually. in fact or really
outdoors. outside
a variety of ideas solving. (S.2, S.4, J.1, backyard. an area behind
and a house, usually covered
with grass
capitalize on other come over. to visit a person
people’s strengths. or place
by the way. also, in addition

EFL 4.2.1. Learners can grasp the Listening to a dialogue and completing a chart with key complete the page
Understand general meaning activity
phrases and of spoken texts set in information. In small groups, each
expressions related familiar everyday student makes his/her
to areas of most contexts and infer changes Working in pairs to complete an information gap activity. own ID card, describes
immediate priority in the topic him/herself to the group
Oral within the personal of discussion. REF. Giving learners language prompts to use during pair/group members, and then,
Communication and educational work. taking turns, compares
Comparing (I.EFL.4.6.1.)
domains, provided two of the group
People speech is clearly members. You can use
and the descriptive
slowly articulated. adjectives learned
(Example: daily life, in the first reading of
free time, school this lesson.
activities, etc.)
Oral EFL 4.2.1. Learners can grasp the Listening to another learner’s answers in class and complete the page
Communication Understand general meaning responding appropriately. (Example: giving praise, activity
Teenage Life phrases and of spoken texts set in correcting an error, asking a follow-up question, etc.)
expressions related familiar everyday
to areas of most contexts and infer changes
immediate priority in the topic
within the personal of discussion. REF.
and educational
(I.EFL.4.6.1.)
domains, provided
speech is clearly
and
slowly articulated.
(Example: daily life,
 free time, school
activities, etc.)

EFL 4.5.11 I.EFL.4.15.1. Learners can Looking at a picture and writing a complete the page
activity
Participate in convey information and
description of what you see
creative thinking
ideas and describe feelings
through
and opinions in simple
brainstorming,
transactional or expository
working in groups,
texts on familiar
Language games
Through the Arts and problem- subjects in order to
From Graffiti to
Creative Murals solving tasks by influence an audience.
showing the ability
to accept a variety
of ideas and
capitalize on
other people’s
strengths.
PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Lcda. Nelly Mosquera

Date