Pud Cuarta Unidad

Unidad Educativa del Milenio “SAYAUSÍ”
Cuenca – Sayausí 2017-2018

email: uemsayausi@gmail.com
UNIT PLAN UNIDAD 4

1. INFORMATIVE DATA:
TEACHER AREA / SUBJECT: ENGLISH LEVEL: EIGHTH PARALELO: A-B

NAME: JUAN PABLO JARAMA
CECILIA OLMEDO
UNIT: 4 STREET LIFE WEEKS 6 START: 19 – 02-2018
TIEMPO: PERIODS 36 FINISH: 30- 03-2018
SPECIFIC OBJECTIVES :
 You will be able to express what people are doing at the moment of the speaking and describe what the people are using and
wearing.
 You will be able to talk about your rigions.
CURRICULUM LINE INTEGRATOR: PUNTATION
EVALUATION CRITERIA:  CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between cultures as well as the consequences of one’s actions
while exhibiting socially responsible behaviors.
 CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using grammatical
structures learned in class (although there may be frequent errors), effectively and without undue effort. Demonstrate an ability to make
appropriate use of new words and expressions in social interactions.
 CE.EFL.4.10 Interaction – Interpersonal: Participate effectively in familiar and predictable conversational exchanges by asking and
answering follow-up questions, provided there are opportunities to use repair strategies (e.g. asking for clarification) and sustain
conversational exchanges in pairs to complete a task, satisfy a need or handle a simple transaction.
 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.
2. PLANIFICATION
WHAT´S GOING TO LEARN? HOW IS GOING TO LEARN? EVALUATION
SKILL AND PERFORMANCE CRITERIA METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE Techniques /
Instruments
INDICATOR
-Students book English, A1.1 Communication and Organize ideas
FROM 19 OF FEB. TO 23 OF MARCH. Communication and Cultural Awareness (Including interactive Cultural Awareness
Communication and Cultural Activation version). I.EFL.4.2.1. Learners can Instruments :
Awareness • Finding clothes from other cultures and regions and then -audio cd name similarities and
EFL 4.2.9 Use new words and sharing them in class. -teachers guide differences between Game
expressions which occur in Connection -posters and pictures different aspects of cultural
conversations in the personal and • Completing a Venn diagram about clothes in the coast and in -photocopiable . worksheet. groups. Learners can
educational domains, and make use of the highlands. demonstrate socially
such terms and expressions wherever • Participating in short role plays using a range of verbal and responsible behaviors at
appropriate and necessary. nonverbal communication.
school, online, at home and
Production.
in the community, and
• Listening to a dialogue and identifying errors in speech or
problems for communication. evaluate their actions by
ethical, safety and social
standards. (J.3, S.1, I.1)
Oral Communication
Oral Communication: (Listening and Speaking) I.EFL.4.8.1. Learners can
FROM 26 OF FEB. TO 2 OF MARCH. Students book English , A1.2 communicate personal
Oral Communication Activation (Including interactive information and basic make inferences,
EFL 4.2.14 Ask and answer version). immediate needs and deal
straightforward follow-up questions • Listening to and following class commands. -audio cd with other practical Instruments :
within familiar contexts, such as school • Listening to a set of instructions and matching them to the -teachers guide everyday demands in
and family life, provided there are corresponding picture. -posters and pictures familiar contexts, effectively Oral interviews in
opportunities to ask for clarification, -photocopiable worksheet and without undue effort pairs.
reformulation or repetition of key Connection and using grammatical
points. • Listening to a simple, straightforward story and correcting false structures and vocabulary
statements. seen in class (although
there may be frequent,
Production
basic errors). (I.1, I.2, I.3,
• Listening to a short conversation between two speakers and
S.1)
deciding who is speaking, what they are doing how they feel.
I.EFL.4.10.1. Learners can
effectively participate in
familiar and predictable
everyday conversational
exchanges in order to
complete a task, satisfy a
need or handle a simple
transaction, using a range
of repair strategies.
(Example: asking for
clarification, etc.) (I.3, J.3,
J.4)
FROM 4 OF MARCH TO 9 OF MARCH Reading

Reading Reading Students book English , A1.1 I.EFL.4.11.1. Learners can
EFL 4.3.1 Understand main points in Activation (Including interactive understand main ideas and
• Predicting main ideas by reading the title and using other
short simple texts on familiar subjects. version). some details in short simple
contextual clues.
(Example: news about sports or famous -audio cd online or print texts on
Connection
people, descriptions, etc.) • Reading a short story from the Internet and highlighting -teachers guide familiar subjects, using
interesting facts related to cities and their weather, then -posters and pictures contextual clues to help summarize
comparing them with those of a partner. -photocopiable worksheet . identify the most relevant information from
• Reading a short news article and completing an outline. information. (Example: title, texts.
Production illustrations, organization,
• Reading a blog post and writing a comment. etc.) (I.2, I.4) Instruments :
FROM 12 OF MARCH TO 23 OF MARCH Writing Students book English , A1.1 Writing

Writing Activation (Including interactive I.EFL.4.16.1. Make use of
EFL 4.4.3 Critically evaluate information * Looking at a picture and writing a description of what you see version). simple learning resources,
from references, including those found or how it makes you feel, then comparing descriptions in pairs. -audio cd including those created by
on the web, and recommend print and Connection -teachers guide one’s self, in order to
digital sources to other learners. * Writing your own answers to interview questions. -posters and pictures about compare and contrast Classify words
* Making a poster for a school campaign to increase awareness food information, and choose
EFL 4.4.4 Write to describe about animal cruelty. -photocopiable worksheet . appropriate resources Instruments:
* Sequencing sentences by adding words.
feelings/opinions in order to effectively according to the value, Writing quiz
(Example: I wake up. I eat breakfast. → First I wake up. Then I
influence an audience. (Example: purpose and audience of
eat breakfast, etc.)
persuade, negotiate, argue, etc.) each.
Production
* Completing the gaps in a sentence. (Example: Nancy has a car.
---- car is green. ---- needs a new car, etc.) I.EFL.4.15.1. Learners can
convey information and
ideas and describe feelings
and opinions in simple
transactional or expository
texts on familiar subjects in
order to influence an
audience, while recognizing

that different texts have
different features and
showing the ability to use
these features
appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
Language through the arts
FROM 26 OF MARCH TO 30 OF MARCH. Language through the arts
Activation
Language through the arts Students book English , A1.1
• Reading a myth from Ecuador and writing a song about it.
EFL 4.5.4 Create personal stories by (Including interactive I.EFL.4.20.1. Create short,
Connection
adding imaginative details to real-life version). original literary texts in
• Sharing learners’ stories of a tradition in a city in Ecuador in
stories and situations, using appropriate -audio cd different genres, including
pairs or small groups and choosing to represent some through a
vocabulary and elements of the -teachers guide those that reflect collage.
role play.
literature learners have read or heard. -posters and pictures Ecuadorian cultures, using a
Production
-photocopiable worksheet range of digital tools, Instruments :
• Doing free writing on a topic suggested by another learner.
writing styles, appropriate
vocabulary and other Projects
literary concepts.. presentation
ADAPTED CURRICULUM
M.G, a student from Eight parallel “A”, presents cognitive disability, adaptation level 3.
Unit planning using the eighth EGB curricular
content
Permanent scaffolding
STUDENTS’ SPECIAL EDUCATIONAL NEEDS PLANNING -LEVEL 3 Modeling
Writing short sentences
Designing collages to illustrate new vocabulary
Vocabulary lessons using cues
Work collaboratively
EVALUATION CRITERIA CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction styles in a variety of social interactions.
CE.EFL.4.20. Create short, original literary texts in different genres, including those that reflect Ecuadorian cultures, using a range of digital tools, writing styles,
appropriate vocabulary and other literary concepts.
EVALUATION
INDICATORS FOR THE EVALUATION

SKILLS ACTIVITIES PERFORMANCE CRITERIA TECHNIQUES-
RESOURCES INSTRUMENTS
WEEK: From: 19th -FEB-18 Activation: Illustrations I.EFL.4.4.1. Learners can Organize ideas
To: 2ND MAR-18 Using visual images and relating them to the language clues to Office material demonstrate an ability to
deduce the meaning of new vocabulary. Glossary list give and ask for information Instruments:
Connection: Glossary exercises and assistance using level- Collage
EFL 4.1.8 Use suitable vocabulary, Labelling pictures using the vocabulary needed for the lesson Collage appropriate language and Game
expressions, language and interaction and unit Workbook activities interaction styles in online
styles for formal and informal social or Affirmation: or face-to-face social and
Playing games that practice classroom language, turn-taking, classroom interactions. (J.2,
academic situations in order to
being polite, etc. J.3, J.4, I.3)
communicate specific intentions in Comparing answers in pairs or small groups.
online and face-to face interactions.
(Example: thanking, making promises,
apologizing, asking permission, chatting
with friends, answering in class,
greeting an authority figure, etc.)
WEEK: From: 5TH -MAR-18 Activation: Punched sheet of paper I.EFL.4.4.1. Learners can Techniques:
To: 9TH MAR-18 Paying attention to their peers’ contribution as models for his Workbook demonstrate an ability to As a whole class,
own. Clothes worksheet give and ask for information students will
Connection: Worksheet: present and assistance using level- classify verbs to
Writing examples of sentence using new vocabulary and some progressive tense appropriate language and be + ing.
simple structures. interaction styles in online
EFL 4.2.6 Affirmation: or face-to-face social and Instruments:
Writing some sentences classroom interactions. (J.2, Worksheet:
Use other students’ contributions in J.3, J.4, I.3) Structure present
class as models for their own. progressive tense.
WEEK: From: 12TH -MAR-18 Activation: Collage I.EFL.4.20.1. Learners can Techniques:
To: 17TH - MAR-18 Provide examples about the meaning about some colloquial Cutouts create short, original Highlighting key
expressions Office material literary texts in different words that
Connection: Workbook genres, including those that reveals the
Listen to and take a look about the use of the expressions in Audio material reflect work hand in globe meaning of the
context Clear book writing styles, appropriate idiomatic
EFL 4.5.4 Affirmation: vocabulary. expressions
Filling the gaps
Create personal stories by adding Design a collage illustrating the idiomatic expressions through Instruments:
imaginative details to real-life stories pictures Collage
and situations, using appropriate
vocabulary and elements of the
literature learners have read or heard.
WEEK: From: 19TH -MAR-18 Studying verbs conjugation present progressive tense. Verb cards Student can conjugate to be Filling a chart
To: 23RD - MAR-18 Dictionary + ing: Affirmative, Taking a short
interrogative and negative. quiz about this
tense.
WEEK: From: 26th -MAR-18 Writing some sentences using the present progressive tense. Clear book Student can write some Techniques:
To: 30th - MAR-18 Dictionary sentences in simple Providing
present, progressive. examples about
the use of the
tense.
Instrument:
Punched sheet of
paper: sentences.
Unit four test.
PREPARED BY: ACADEMIC BOARD: APROVED BY THE VICE PRINCIPAL PRINCIPAL
TEACHERS(S): LCDA. RUTH VIÑANZACA Mgtr. Josè Càrdenas P. Lic. Neila Narvàez F. Mgtr. Priscila Jimbo R.
SIGNATURE: SIGNATURE: SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE: DATE: DATE:
UNIT PLAN UNIDAD 4

TEACHER AREA / SUBJECT: ENGLISH LEVEL: NINTH PARALELO: A-B

CECILIA OLMEDO
UNIT: 4 HEALTHY FOOD WEEKS 6 START: 19 – 02-2018
 You will be able to talk about food and describe how to make healthy recipes.
 You will be able to talk about food preferences, express agreements, ask and answers questions about quantities.
EVALUATION CRITERIA:  CE.EFL.4.5. Display an appreciation of and demonstrate respect for individual and group differences by establishing and maintaining
healthy and rewarding relationships based on communication and cooperation.
 CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction styles in a
variety of social interactions.
 CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and details in short and straightforward spoken or audio texts
set in familiar contexts, when delivered slowly and with visuals to provide contextual support. Use spoken contributions in class as models
for one’s own speech.
 CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using grammatical
2. PLANIFICATION
Instruments
INDICATOR
Students book English , A1.2 Communication and
FROM 19 OF FEB. TO 23 OF MARCH. Communication and Cultural Awareness (Including interactive Cultural Awareness
Communication and Cultural Activation version). Communication and
Awareness * Finding recipes from other cultures and regions and then -audio cd Cultural Awareness
EFL 4.1.4 Demonstrate mindfulness, sharing them in class. -teachers guide I.EFL.4.1.1. Learners can
empathy, tolerance and an overall Connection -posters and pictures about compare and contrast oral
respect for the integrity of cultures in * Sharing a cross-cultural experience (such as traveling, trying a food traditions, myths, folktales
daily classroom activities. new food, meeting someone from another country) in pairs or as -photocopiable worksheet and literature from Ecuador TECNIQUE:
a class. -the food pyramid. and other cultures in order
Student production.
EFL 4.1.8 Use suitable vocabulary, Production. to demonstrate an
expressions, language, and interaction * Participating in short role plays using a range of verbal and understanding of the INSTRUMENT:
styles for formal and informal social or nonverbal communication. relationship between
academic situations in order to * Making positive statements to peers. cultural practices and Check list
communicate specific intentions in perspectives. Learners can Work sheet.
online and face-to face interactions. share cross-cultural
(Example: thanking, making promises, experiences while naming
apologizing, asking permission, chatting universal cultural themes.
with friends, answering in class. (I.2, S.1, S.2, J.1)
employ a range of
self-monitoring and self-
correcting strategies and
interpret and use appropriate
verbal and nonverbal
communication features to
communicate in familiar
contexts. (I.3,
S.4, J.4)
Oral Communication
FROM 26 OF FEB. TO 2 OF MARCH.
Oral Communication Oral Communication: (Listening and Speaking) Students book English , A1.2 appreciate and show respect
TECNIQUE:
EFL 4.2.6 Use other students’ (Including interactive for individual and group
contributions in class as models for their Activation version). differences by establishing Student production.
own. -audio cd and maintaining healthy and
EFL 4.2.9 Use new words and * Helping learners in the class who have a different skill set. -teachers guide rewarding online and face- INSTRUMENT:
expressions which occur in * Sharing ideas freely and without jealousy. -posters and pictures about to-face interactions. Check list
conversations in the personal and food Learners can communicate
educational domains, and make use of Connection -photocopiable worksheet and cooperate in a Work sheet.
such terms and expressions wherever * Making positive remarks to other learners in class. -the food pyramid respectful, empathetic
appropriate and necessary. * Working in small groups to complete a cultural project. manner. (J.3, S.1,
(Example: different musical genres in Ecuador, traditional food S.4)
in Latin America, etc.) I.EFL.4.4.1. Learners can
demonstrate
Production an ability to give and ask for
* Practicing the language needed to deal with a need through a information and assistance
mini role play. using level-appropriate
language and interaction
styles in online or face-to-
face social and classroom
interactions. (J.2, J.3, J.4,
I.3)
Reading
I.EFL.4.11.1. Apply
FROM 4 OF MARCH TO 9 OF MARCH Reading Students book English , A1.2 learning strategies such as
Reading TECNIQUE:
Activation (Including interactive using prior knowledge and
EFL 4.3.2 Make use of clues such as * Reading a text and answering information questions. version). graphic organizers to Student production.
titles, illustrations, organization, text * Choosing from a list of words to complete gaps from a reading. -audio cd interpret new information in
outline and layout, etc. to identify and Connection -teachers guide INSTRUMENT:
a text, and assess this
understand relevant information in * Reading a short story from the Internet and highlighting -posters and pictures about information according to the Check list
written level-appropriate text types. interesting facts, then comparing them with those of a partner. food organization, subject area
EFL 4.3.5 Use everyday reference * Reading about a topic and then identifying reference materials -photocopiable worksheet and purpose of the text, Work sheet.
material in order to select information and sources that could be used to find out more information -the food pyramid using different criteria,
appropriate to the purpose of an inquiry Production including ICT tools.
and relate ideas from one written source * Using a list to choose the best sources for finding information I.EFL.4.12.1. Learners can
to another. on a topic employ a range of reference
materials and sources, both
online and in print, in order
to support ideas, answer

inquiries, find relationships
and relate ideas between
different subject areas. (I.1,
I.2, J.2)
Writing
Writing convey and organize
FROM 12 OF MARCH TO 23 OF MARCH
Activation Students book English , A1.2 information through the use
Writing TECNIQUE:
* Adding pictures to a group presentation. (Including interactive of facts and details and by
EFL 4.4.7 Use the process of prewriting,
. version). employing various stages of Student production.
drafting, revising, peer editing and
Connection -audio cd the writing process, while
proofreading (i.e., “the writing process”) INSTRUMENT:
* Exchanging writing in pairs in order to make suggestions about -teachers guide using a range of digital tools
to produce well-constructed
things that could be improved. -posters and pictures about to promote and support Check list
informational texts.
Production food collaboration, learning and
EFL 4.4.9 Select and make effective use Work sheet.
* Doing extended or free writing on a class blog. -photocopiable worksheet productivity. (I.1, I.3, S.4,
of a range of digital tools to write, edit,
-the food pyramid J.2, J.4)
revise and publish written work in a way
that supports collaboration, learning and
productivity. (Example: image editing,
Google Drive, infographic makers,
audio and video editing, presentation Language through the arts
apps, etc.)
Language through the arts Students book English , A1.2 I.EFL.4.22.1. Learners can
(Including interactive TECNIQUE:
Activation collaborate and participate
FROM 26 OF MARCH TO 30 OF MARCH. version).
* Creating literature circles where learners have the freedom to effectively in a variety of Student production.
Language through the arts say anything they want about a text from class or outside of class. -audio cd
EFL 4.5.9 Engage in collaborative student groupings by
Connection -teachers guide employing a wide range of
INSTRUMENT:
activities through a variety of student -posters and pictures about
* Participating in classroom games in which problem-solving as a creative thinking skills Check list
groupings to create and respond to food
team is important. through the completion of
literature and other literary texts. -photocopiable worksheet
* Using a rubric to evaluate a class project. activities such as playing Work sheet.
(Example: small groups, cooperative -the food pyramid
Production games, brainstorming and
learning groups, literature circles,
* Selecting desirable behaviors for group work from a list and problem solving. (S.2, S.4,
process writing groups, etc.)
reaching a consensus as a group for the three most important. J.1, J.2, J.3, J.4)
EFL 4.5.10 Collaboratively produce
criteria for evaluating literary texts and I.EFL.4.21.1. Learners can
the effectiveness of group work. evaluate and recommend
literary texts (both written
and oral, online, in video or
in print) according to pre-

established criteria.
Learners can work in
collaborative groups to
write their own criteria for
evaluating literary texts and
the effectiveness of group
work. (I.4, S.3, S.4, J.3)..
3. ADAPTED CURRICULUM:
SPECIFICATION OF THE ADAPTED MATERIAL TO BE APPLIED SPECIFICATION OF EDUCATIONAL NEEDS

The student will be in the first seats and close to students who can help them. P.C. attention deficit, slow worker. Grade 1.
The teaching learning process will be have some personalized explanations.
There will be feedback each time.
Homework and classwork will be shorter.
The exercises will be less or more time will be allowed for tasks and tests.
His assignment will be checked by the teacher during the class.
To ask for parents control and help at home.
To increase self-confidence and motivation in the student by encouraging appraisal phrases.
To use worksheets and activities according to their needs and capabilities.
They will take an assessment according to their needs and knowledge.
TEACHERS(S): Cecilia LCDA. RUTH VIÑANZACA Mgtr. Josè Càrdenas P. Lic. Neila Narvàez F. Mgtr. Priscila Jimbo R.
Olmedo A.
DATE: 02/03/2018 DATE: 02/03/2018 DATE: 02/03/2018 DATE: 02/03/2018 DATE: 02/03/2018
UNIT PLAN UNIDAD 4

TEACHER AREA / SUBJECT: ENGLISH LEVEL: TENTH PARALELO: A-B

CECILIA OLMEDO
UNIT: 4 THE WORLD IS THE LIMIT WEEKS 6 START: 19 – 02-2018
 Students will be able to make comparison about places and people.
 Students will be able to listen for specific details and have an informal dialog making comparisons in term of superiority.
EVALUATION CRITERIA:  CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as well as the consequences of one’s actions
while exhibiting socially responsible behaviors.
 CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction styles in a
variety of social interactions.
 CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using grammatical
 CE.EFL.4.12 Use a range of reference materials and sources, both online and in print, in order to support ideas, answer inquiries, find
relationships and relate ideas between different subject areas.
 CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple transactional or expository texts on familiar
subjects in order to influence an audience, while recognizing that different texts have different features and showing the ability to use these
features appropriately in one’s own writing.
 CE.EFL.4.20 Create short, original literary texts in different genres, including those that reflect Ecuadorian cultures, using a range of digital
tools, writing styles, appropriate vocabulary and other literary concepts.
2. PLANIFICATION
Instruments
INDICATOR
Communication and TECNIQUE:
FROM 19 OF FEB. TO 23 OF MARCH. Communication and Cultural Awareness Cultural Awareness Student production.
Communication and Cultural Activation I.EFL.4.2.1. Learners can
Awareness • Completing and illustrating statements about socially -Students book English, A1.2 name similarities and INSTRUMENT:
EFL 4.1.2 Recognize and demonstrate responsible behaviors. (Including interactive differences between Check list
an appreciation of some commonalities Connection version). different aspects of cultural
and distinctions across cultures and • Making a useful object out of recycled materials. -audio cd groups. Learners can Work sheet.
groups (differentiated by gender, ability, • Making a poster of class rules. -teachers guide demonstrate socially
generations, etc.) including the students’ Production. -posters and pictures
responsible behaviors at
own. • Searching information on the Internet about other cultures and -photocopiable . worksheet.
school, online, at home and
EFL 4.1.6 Seek and provide information ways of life and presenting them to the class using digital tools.
in the community, and
and assistance, orally or in writing and
evaluate their actions by
in online or face to- face interactions, for
personal, social and academic purposes. ethical, safety and social
standards. (J.3, S.1, I.1)
Oral Communication
TECNIQUE:
FROM 26 OF FEB. TO 2 OF MARCH. Oral Communication: (Listening and Speaking) I.EFL.4.8.1. Learners can
Oral Communication communicate personal Student production.
EFL 4.2.4 Deduce the meanings of Activation information and basic
INSTRUMENT:
unfamiliar phrases and words from a immediate needs and deal
• Having learners make a selfie video about a specific topic Students book English , A1.2
context containing familiar elements. with other practical Check list
before coming to class. (Including interactive
everyday demands in
version). Work sheet.
familiar contexts, effectively
Connection -audio cd
and without undue effort
• Asking for help in class when necessary. -teachers guide
and using grammatical
-posters and pictures
structures and vocabulary
Production -photocopiable worksheet
seen in class (although
Have an informal dialog making comparison s.
there may be frequent,
basic errors). (I.1, I.2, I.3,

S.1)
effectively participate in
familiar and predictable
everyday conversational
exchanges in order to
complete a task, satisfy a
need or handle a simple
transaction, using a range
of repair strategies.
(Example: asking for
clarification, etc.) (I.3, J.3,
J.4)
Reading
Activation Reading
FROM 4 OF MARCH TO 9 OF MARCH • Reading a short text and showing comprehension by completing Students book English , A1.2 I.EFL.4.11.1. Learners can TECNIQUE:
Reading the accompanying graphic organizer. (Including interactive understand main ideas and Student production.
EFL 4.3.5 Use everyday reference Connection version). some details in short simple
material in order to select information • Reading a text on a familiar topic and then matching phrases or -audio cd online or print texts on INSTRUMENT:
appropriate to the purpose of an inquiry labeling pictures. -teachers guide familiar subjects, using Check list
and relate ideas from one written source Production -posters and pictures contextual clues to help
to another. • Reading short simple cross curricular texts and using them to -photocopiable worksheet . identify the most relevant Work sheet.
support an argument or hypothesis. information. (Example: title,
illustrations, organization,
etc.) (I.2, I.4)
Writing
I.EFL.4.16.1. Make use of
} Writing Students book English , A1.2 simple learning resources, TECNIQUE:
Activation (Including interactive including those created by Student production.

FROM 12 OF MARCH TO 23 OF MARCH
Writing • Completing the gaps in a sentence. version). one’s self, in order to

INSTRUMENT:
EFL 4.4.4 Write to describe Connection -audio cd compare and contrast
feelings/opinions in order to effectively • Reading an online review and using it as a model to write about -teachers guide information, and choose Check list
influence an audience. (Example: a movie or book. -posters and pictures about appropriate resources
persuade, negotiate, argue, etc.) Production Work sheet.
food according to the value,
• Sequencing sentences by adding words. -photocopiable worksheet . purpose and audience of
each.

convey information and
ideas and describe feelings
and opinions in simple
transactional or expository
texts on familiar subjects in
order to influence an
audience, while recognizing
that different texts have
different features and
showing the ability to use
these features
appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)

FROM 26 OF MARCH TO 30 OF MARCH. Activation I.EFL.4.20.1. Create short,
• Doing extended writing, in which learners get to choose what TECNIQUE:
Language through the arts Students book English , A1.2 original literary texts in
EFL 4.5.4 Create personal stories by they write and are not evaluated or tested on it.
(Including interactive different genres, including Student production.
adding imaginative details to real-life Connection
version). those that reflect INSTRUMENT:
stories and situations, using appropriate • Sharing learners’ stories in pairs or small groups and choosing
-audio cd Ecuadorian cultures, using a
vocabulary and elements of the literature to represent some through a role play.
-teachers guide range of digital tools, Check list
learners have read or heard. Production
-posters and pictures writing styles, appropriate
• Reading a myth from Ecuador and writing a song about it. Work sheet.
-photocopiable worksheet vocabulary and other
literary concepts..
3. ADAPTED CURRICULUM:
SPECIFICATION OF THE ADAPTED MATERIAL TO BE APPLIED SPECIFICATION OF EDUCATIONAL NEEDS

There will be methodological and evaluation changes and accommodations: G. H. Attention deficit, slow worker. Grade 2
The student will be in the first seats and close to students who can help them.
There will be written as well as verbalized feedback each time, if necessary in the native language.
The use of material concerts and lots of flashcards for vocabulary development.
Mind maps and charts will be used in the explanation of syntax and grammar rules.
Video to develop pragmatic awareness.
Homework and classwork will be shorter.
To ask for parents control and help at home.
To increase self-confidence and motivation in the student by encouraging appraisal phrases.
To use worksheets and activities according to their needs and capabilities.
He will take an assessment according to their needs and knowledge.
Group and pair work.
To give support and guidance before and during evaluation.
TEACHERS(S): Cecilia LCDA. RUTH VIÑANZACA Mgtr. Josè Càrdenas P. Lic. Neila Narvàez F. Mgtr. Priscila Jimbo R.
Olmedo A.
DATE:02/03/18 DATE: 02/03/18 DATE: 02/03/18 DATE: 02/03/18 DATE: 02/03/18


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Unidad Educativa del Milenio “SAYAUSÍ”

Cuenca – Sayausí 2017-2018

UNIT PLAN UNIDAD 4

TEACHER AREA / SUBJECT: ENGLISH LEVEL: EIGHTH PARALELO: A-B

 You will be able to talk about your rigions.

CURRICULUM LINE INTEGRATOR: PUNTATION

FROM 4 OF MARCH TO 9 OF MARCH Reading

FROM 12 OF MARCH TO 23 OF MARCH Writing Students book English , A1.1 Writing

audience, while recognizing

INDICATORS FOR THE EVALUATION

SIGNATURE: SIGNATURE: SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE: DATE: DATE:

UNIT PLAN UNIDAD 4

TEACHER AREA / SUBJECT: ENGLISH LEVEL: NINTH PARALELO: A-B

CURRICULUM LINE INTEGRATOR: PUNTATION

to support ideas, answer

in print) according to pre-

SPECIFICATION OF THE ADAPTED MATERIAL TO BE APPLIED SPECIFICATION OF EDUCATIONAL NEEDS

SIGNATURE: SIGNATURE: SIGNATURE: SIGNATURE: SIGNATURE:

UNIT PLAN UNIDAD 4

TEACHER AREA / SUBJECT: ENGLISH LEVEL: TENTH PARALELO: A-B

CURRICULUM LINE INTEGRATOR: PUNTATION

basic errors). (I.1, I.2, I.3,

Activation (Including interactive including those created by Student production.

Writing • Completing the gaps in a sentence. version). one’s self, in order to

I.EFL.4.15.1. Learners can

Language through the arts

SPECIFICATION OF THE ADAPTED MATERIAL TO BE APPLIED SPECIFICATION OF EDUCATIONAL NEEDS

SIGNATURE: SIGNATURE: SIGNATURE: SIGNATURE: SIGNATURE:

DATE:02/03/18 DATE: 02/03/18 DATE: 02/03/18 DATE: 02/03/18 DATE: 02/03/18

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