UNIDAD EDUATIVA P.C.E.I.

EUGENIO ESPEJO
UNIDAD PLANNING
Teacher: Lic. Victoria Choez Area: English as a Foreign Language Grade / Course: 9th EGB Class:
Book: English A1.2 Unit: 1 Objectives:
My Family and Me O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global contexts
familiar to the learner.
Periods: 30, 2 class periods per lesson Weeks: 6
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
Awareness well as the consequences of ones actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities
and distinctions across cultures and groups (differentiated by gender, ability, others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication
generations, etc.) including the students own. features.
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social
and classroom interactions. (Example: asking questions, starting over,
rephrasing, exploring alternative pronunciations or wording, etc.)

Oral Communication: (Listening and Speaking)
EFL 4.2.1 Understand phrases and expressions related to areas of most
immediate priority within the personal and educational domains, provided
speech is clearly and slowly articulated. (Example: daily life, free time, school
activities, etc.)
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 tenses, personal pronouns, prepositions, etc.).
Reading
EFL 4.3.1 Understand main points in short simple texts on familiar subjects.
(Example: news about sports or famous people, descriptions, etc.)
Writing
EFL 4.4.4 Write to describe feelings/opinions in order to effectively
influence an audience. (Example: persuade, negotiate, argue, etc.).
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.
Methodological Strategies Resources
CE.EFL.4.9 Production Fluency: Use simple language to describe, compare and make
statements about familiar everyday topics such as objects, possessions and routines in structured situations and short
conversations. Interaction is with reasonable ease, provided speech is given clearly, slowly and directly.
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.4.11 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.
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 ones own writing.
CE.EFL.4.18 Use main ideas in order to understand, predict, infer and deduce literal and implied
meanings in short, simple, everyday literary texts (online, oral or in print).
Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness Communication and Cultural Activities
Reading a list of actions people take and Students Book Awareness
discussing their consequences on others. English I.EFL.4.2.1 Learners can name Describe yourself and your family members.
Simulating desirable social behavior through role- A1.2 (including Talk about free time activities.
playing. interactive similarities and differences between
version) Interview your classmates about their free time activities.
Choosing pictures that show responsible actions different aspects of cultural groups. Identify specific information in a paragraph.
Audio CD Recognize what kind of person someone is by listening to his/her voice in a
performed by each member of the family and Teachers Guide Learners can demonstrate socially
Photocopiabe dialog: She is
identifying irresponsible actions and their consequences responsible behaviors at school, online, outgoing. He is lazy.
worksheets at home and in the community, and Use key expressions to complete a conversation.
on others. (TG) Write a paragraph describing yourself and
Oral Communication: (Listening and Speaking) Quiz Time (SB) evaluate their actions by ethical, safety
Having learners make a selfie video to talk about and social standards. (J.3, S.1, I.1)
free time activities. I.EFL.4.3.1 Learners can employ a range
Asking classmates to repeat an answer or statement of self- monitoring and self-correcting
to clarify an idea if needed. strategies and interpret and use
appropriate verbal and
nonverbal communication features to

Asking for help in class when necessary. Communicate in familiar contexts. (I.3, S.4, your favorite free time activities.
Reading J.4)
Reading a text and answering information questions. Oral Communication Techniques
Choosing words in a list to complete gaps from a reading. I.EFL.4.9.1 Learners can use simple Reading
Reading the paragraph about the Jonas Family and language to describe, compare and state Read the title and illustrations of a text to
highlighting interesting facts. facts about familiar everyday topics such as predict the topic.
Predicting main ideas by reading the title of a text and possessions, classroom objects and routines Use context clues to understand the meaning
using in short, structured situations, interacting of new words in a text.
contextual clues. with relative ease. (I.3, I.4, S.4) Listening
Writing I.EFL.4.8.1 Learners can communicate Listen for specific details.
Watching a video about a controversial topic and writing a personal information and basic immediate Pay attention to background sounds to understand the
short response giving an opinion. needs and deal with other practical context of a conversation. Speaking
Listening to a celebrity interview and writing more everyday demands in familiar contexts, Describe the members of your family to a
interview questions. effectively and without undue effort and partner using the given expressions.
Writing answers to interview questions. using grammatical structures and Encourage a partner to take part in a conversation by using
Language through the Arts vocabulary seen in class (although there appropriate expressions such as How about you?
Listening to or reading stories and drawing an important may be frequent, basic errors). (I.1, I.2, I.3, Writing
scene. S.1) Use connectors to write descriptions of your family
Looking at the title and illustrations of a text to write Reading members.
questions about the topic. Then reading to find the answers I.EFL.4.11.1 Learners can understand main Follow a model to write a description of a
to the questions. ideas and some details in short simple celebrity family.
Writing a sentence to describe an authors intention. online or print texts on familiar subjects,
Finding a literary text online and summarizing it to share it using contextual clues to help identify the Instruments for oral and written evaluation
with the class. most relevant information. (I.2, I.4) Oral and Writing Evaluation
Underlining main ideas in a text. Writing Projects presentations
I.EFL.4.15.1 Learners can convey Oral interviews in pairs
information and ideas and describe feelings Role Play
and opinions in simple transactional or Game
expository texts on familiar subjects in Writing Quiz
order to influence an audience, while Glossary activities.
recognizing that different texts have Portfolio
different features and showing the ability to
use these features appropriately in ones
own writing. (I.3, I.4, S.3, J.2)
Language through the Arts
I.EFL.4.18.1 Learners can understand,
predict, infer and deduce literal and implied
meanings in short, simple, everyday literary
texts (online, oral or in print), especially
when visual support is provided. (I.2, I.3,
I.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to
identify
disabilities in order to design personalized plans based on assessment
results and empirical data. Thus, they should modify the objectives
and indicators in accordance with those results, and adapt the
corresponding activities.
It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing
objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting
information in multiple formats; using review games to make learning fun.

CLIL Components Transversal Axes

Science / Technology / Arts: Make a collage about family members and share it Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
with the
class.
Prepared by Revised by Approved by
Teacher: Lic. Victoria Choez Teacher: Teacher:
Signature: Signature: Signature:

Date: Date:
Date:May / 2017

1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 9th EGB Class:
Book: English A1.2 Unit: 2 Objectives:
Cultures Around the O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global contexts
World familiar to the learner.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
Awareness well as the consequences of ones actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities
and distinctions across cultures and groups (differentiated by gender, ability, others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication
generations, etc.) including the students own. features.
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social
and classroom
Oral Communication: (Listening and Speaking) CE.EFL.4.9 Production Fluency: Use simple language to describe, compare and make
EFL 4.2.1 Understand phrases and expressions related to areas of most statements about familiar everyday topics such as objects, possessions and routines in structured situations and short
immediate priority within the personal and educational domains, provided conversations. Interaction is with reasonable ease, provided speech is given clearly, slowly and directly.
speech is clearly and slowly articulated. (Example: daily life, free time, school CE.EFL.4.8 Production Accuracy and Intelligibility: Communicate needs and information clearly
activities, etc.) and in simple terms, using grammatical structures learned in class (although there may be frequent errors), effectively
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal
background, and without undue effort. Demonstrate an ability to make appropriate use of new words and expressions in social
immediate environment and matters of immediate need in simple terms using interactions.
grammatical structures learnt in class (although there may be frequent errors with
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline familiar subjects, making use of contextual clues to identify relevant information in a text.
and layout, etc. to identify and understand relevant information in written level-
appropriate text types.
Writing CE.EFL.4.17 Show an ability to convey and organize information through the use of facts and
EFL 4.4.8 Convey and organize information using facts and details in order to details and by employing various stages of the writing process, while using a range of digital tools to promote and
support collaboration, learning and productivity.
illustrate diverse patterns and structures in writing. (Example: cause and effect,
problem and
Language solution,
through thegeneral-to-
Arts specific presentation, etc CE.EFL.4.22 Show the ability to work collaboratively and to participate effectively in a variety of
EFL 4.5.11 Participate in creative thinking through brainstorming, working in student groupings by employing a wide range of creative thinking skills through the completion of activities such as
playing games, brainstorming and problem solving.
groups, games and problem-solving tasks by showing the ability to accept a
variety of ideas and capitalize on other
Methodological peoples strengths.
Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness
Simulating desirable social behavior through role-
playing.
Looking for information about different customs and
celebrations around the world and.
Participating in short role plays using a range of verbal
and
nonverbal communication.
Responding to classroom activities and pair work
through short expressions or emoticons.
Oral Communication: (Listening and Speaking)
Asking the learners to read a dialogue in pairs.
Asking learners simple questions about customs in
Ecuador.
Asking learners to describe a picture of a familiar scene
and asking
them to give full statements about what they can see.
Reading
Reading a text and answering information questions.
Choosing words from a list to complete gaps from a
reading.
Reading the paragraph about customs and highlighting
interesting facts.
Writing
Completing the gaps in a sentence.
Reading an online movie review and identifying
common linguistic features.
Using question prompts to interview and then write
sentences about a classmate.
Adding pictures to a group presentation.
Language through the Arts
Brainstorming a list of questions and answers
learners can use during small group discussions about
literary texts.
Participating in classroom games in which problem-
solving as a team is important.
3. ADAPTED CURRICULUM
Students with Special Needs
Teachers who work with students with special needs learn how to
identify disabilities in order to design personalized plans based on
assessment results and
empirical data. Thus, they should modify the objectives and
indicators in accordance with those results, and adapt the
CLIL Components
Science / Technology / Arts: Prepare a slide show presentation about
customs and celebrations from a country.
Prepared by
Teacher:
Students Book Communication and Cultural Activities
English Awareness Talk about customs around the world.
A1.2 (including I.EFL.4.2.1 Learners can name Talk about celebrations in your country.
interactive Interview a classmate about his/her favorite celebration.
version) similarities and differences between Write about a celebration in your country.
Audio CD different aspects of cultural groups. Write an e-mail to a friend inviting him/her to celebrate a festivity in your
Teachers Guide country.
Quiz Time (SB) Learners can demonstrate socially Prepare a slide show presentation about a culture in Ecuador.
responsible behaviors at school, online,
at home and in the community, and
evaluate their actions by ethical, safety
and social standards. (J.3, S.1, I.1)
I.EFL.4.3.1 Learners can employ a range
of self- monitoring and self-correcting
communicate in familiar contexts. (I.3, Techniques
S.4, J.4) Reading
Oral Communication Use context clues to understand the meaning
I.EFL.4.9.1 Learners can use simple of new words in a text.
language to describe, compare and state Listening
facts about familiar everyday topics such Listen for specific details.
Pay attention to background sounds to
as possessions, classroom objects and understand the context of a conversation.
routines in short, structured situations, Speaking
interacting with relative ease. (I.3, I.4, Use new vocabulary and expressions in a dialogue to enrich it.
Writing
S.4) Use connectors to write a short description of your own culture.
I.EFL.4.8.1 Learners can communicate Follow a model to write about customs and celebrations around the
world.
personal information and basic immediate
needs and deal with other practical Instruments for oral and written evaluation
Oral and Writing Evaluation
everyday demands in familiar contexts,
Projects presentations
effectively and without undue effort and Oral interviews in pairs
using grammatical structures and Role Play
vocabulary seen in class (although there Game
Writing Quiz
may be frequent, basic errors). (I.1, I.2, Glossary activities.
I.3, S.1) Portfolio
Reading
I.EFL.4.11.1 Learners can understand
main ideas and some details in short
simple online or print texts on familiar
subjects, using contextual clues to help
identify the most relevant information.
(Example: title, illustrations,
organization, etc.) (I.2, I.4)
Writing
I.EFL.4.17.1 Learners can convey and
organize information through the use of
facts and details and by employing
Specifications of the Material to Be Applied
It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only
focus on those skills students have developed. Classroom strategies to be implemented
include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences;
presenting information in multiple formats; using review games to make learning fun.
Transversal Axes
Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Revised by Approved by
Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 9th EGB Class:
Book: English A1.2 Unit: 3 Objectives:
Amazing Abilities 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.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision making.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond in order
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature to manifest an understanding of the relationship between cultural perspectives and practices and by sharing cross
cultural experiences.
from Ecuador and international regions and cultures and identify similarities and CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using appropriate language
differences and universal cultural themes. and interaction styles in a variety of social interactions.
EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in
online or face-
to-face interactions, for (Listening
Oral Communication: personal, social and academic purposes.
and Speaking) CE.EFL.4.9 Production Fluency: Use simple language to describe, compare and make statements about familiar
EFL 4.2.1 Understand phrases and expressions related to areas of most everyday topics such as objects, possessions and routines in structured
immediate priority within the personal and educational domains, provided situations and short conversations. Interaction is with reasonable ease, provided speech is given clearly, slowly and
speech is clearly and slowly articulated. (Example: daily life, free time, school directly.
activities, etc.)
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline familiar subjects, making use of contextual clues to identify relevant information in a text.
and layout, etc. to identify and understand relevant information in written level-
appropriate
Writing text types. CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple
EFL 4.4.4 Write to describe feelings/opinions in order to effectively transactional or expository texts on familiar subjects in order to influence an audience, while recognizing that different
influence an audience. (Example: persuade, negotiate, argue, etc.)
texts have different features and showing the ability to use these features appropriately in ones own writing.
Language through the Arts CE.EFL.4.20 Create short, original literary texts in different genres, including those that reflect
EFL 4.4.16 Create personal stories by adding imaginative details to real-life Ecuadorian cultures, using a range of digital tools, writing styles, appropriate vocabulary and other literary concepts.
stories and situations, using appropriate vocabulary and elements of the
literature learnersMethodological
have read or heard.
Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Activities
Hearing a story from people from another country and English Awareness Describe and compare peoples abilities.
mention their abilities. A1.2 (including I.EFL.4.1.1 Learners can compare and Talk about the different kinds of intelligences.
Reading a story from another region/culture and interactive Mention abilities of famous people.
sharing a similar experience. version) contrast oral traditions, myths, folktales Identify detailed information when reading a passage.
Reflecting on differences between people from other Audio CD and literature from Ecuador and other Use idioms and colloquial expressions in daily conversations.
countries and regions. Teachers Guide Get cutouts from magazines to elaborate a collage of multiple
Oral Communication: (Listening and Speaking) Photocopiable cultures in order to demonstrate an intelligences.
Asking learners to repeat an answer or statement worksheets (TG) understanding of the relationship
to clarify something if needed. Quiz Time (SB) between cultural practices and
Asking for help in class when necessary.
Doing a mingle activity where learners ask and answer perspectives. Learners can share cross-
survey cultural experiences while naming
universal cultural themes. (I.2, S.1, S.2,
questions about after school activities.
Asking the learners to read a dialogue in pairs.
Reading
Reading a text and answering information questions.
Choosing from a list of words to complete gaps from a
reading.
Reading a short news article and completing an outline.
Reading a biography and putting events on a timeline.
Writing
Listening to a celebrity interview about abilities and
writing three more interview questions.
Writing answers to interview questions.
Writing an email to a friend about an outstanding
person with special abilities.
Language through the Arts
Sharing learners stories in pairs or small groups and
choosing to represent some through a role play.
Writing a poem or the verses of a song in small
groups and performing it for the class.
Doing free writing on a topic suggested by another
learner.
3. ADAPTED CURRICULUM
Students with Special Needs
Teachers who work with students with special needs learn how to
identify disabilities in order to design personalized plans based on
assessment results and
empirical data. Thus, they should modify the objectives and
indicators in accordance with those results, and adapt the
CLIL Components
Science / Technology / Arts: Prepare a talent show to show off students
abilities.
Prepared by
Teacher:
Signature:
Date:
styles in online or face-to-face social and Techniques
classroom interactions. (J.2, J.3, J.4, I.3) Reading
Oral Communication Use context clues to understand the meaning of idioms and colloquial
I.EFL.4.9.1 Learners can use simple expressions in a text. Listening
Use specific information to make inferences.
language to describe, compare and state Pay attention to background sounds to
facts about familiar everyday topics such understand the context of a conversation.
Speaking
as possessions, classroom objects and Give extra information to expand a conversation.
routines in short, structured situations, Writing
interacting with relative ease. (I.3, I.4, Follow a model to describe peoples abilities.
S.4) Instruments for oral and written evaluation
Reading
I.EFL.4.11.1 Learners can understand
Oral and Writing Evaluation
main ideas and some details in short Projects presentations
simple online or print texts on familiar Oral interviews in pairs
Role Play
subjects, using contextual clues to help Game
identify the most relevant information. Writing Quiz
(Example: title, illustrations, Glossary activities.
Portfolio
organization, etc.) (I.2, I.4)
Writing
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
Specifications of the Material to Be Applied
It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only
focus on those skills students have developed. Classroom strategies to be implemented
include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences;
presenting information in multiple formats; using review games to make learning fun.
Transversal Axes
Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Revised by Approved by
Teacher: Teacher:
Signature: Signature:
Date: Date:

1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 9th EGB Class:
Book: English A1.2 Unit: 4 Objectives:
Healthy Food 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.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision making.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.3 Interact with others using self-monitoring and self-correcting strategies as well as
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social appropriate nonverbal and oral communication features.
CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using appropriate language and
and classroom interactions. (Example: asking questions, starting over, interaction styles in a variety of social interactions.
rephrasing, exploring alternative pronunciations or wording, etc.)
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles
for formal and informal social or academic situations in order to communicate
specific intentions in online
Oral Communication: and face-to-face
(Listening interactions. (Example: thanking,
and Speaking) CE.EFL.4.8 Production Accuracy and Intelligibility: Communicate needs and information clearly
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal and in simple terms, using grammatical structures learned in class (although there may be frequent errors), effectively and
background, immediate environment and matters of immediate need in simple without undue effort. Demonstrate an ability to make appropriate use of new words and expressions in social interactions.
terms using grammatical structures learnt in class (although there may be
frequent errors with tenses, personal pronouns, prepositions, etc.).
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. familiar subjects, making use of contextual clues to identify relevant information in a text.
(Example: news about sports or famous people, descriptions, etc.)
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple
EFL 4.4.4 Write to describe feelings/opinions in order to effectively transactional or expository texts on familiar subjects in order to influence an audience, while recognizing that different
influence an audience. (Example: persuade, negotiate, argue, etc.)
texts have different features and showing the ability to use these features appropriately in ones own writing.
Language through the Arts CE.EFL.4.18 Use main ideas in order to understand, predict, infer and deduce literal and implied
EFL 4.5.1 Make use of main points in literary texts (authentic and semi- meanings in short, simple, everyday literary texts (online, oral or in print).
authentic, oral and written) to understand short simple everyday stories,
especially if thereMethodological
is visual support.
Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Activities
Participating in short role plays using a range of English Awareness Talk about food preferences.
verbal and nonverbal communication. A1.2 (including I.EFL.4.3.1 Learners can employ a range Agree and disagree when talking about food.
Practicing a specific self-correcting strategy during a interactive Talk about recipes and ingredients to prepare healthy food.
pair work activity. version) of self- monitoring and self-correcting Organize the main ideas in a text.
Talking in pairs about a video learners have watched Audio CD strategies and interpret and use Classify food according to their types.
using only Teachers Guide Use idioms related to food.
English. Posters and appropriate verbal and nonverbal Present a project about a recipe.
Completing a self-assessment and writing a goal pictures about communication features to communicate
based on the results. food in familiar contexts. (I.3, S.4, J.4) Techniques
Oral Communication: (Listening and Speaking) Photocopiable Reading
Recording in-class conversations and dialogues in order worksheets: The I.EFL.4.4.1 Learners can demonstrate an
to identify correct and appropriate language usage and food pyramid ability to give and ask for information
intelligibility. (TG)
and assistance using level-appropriate
 Doing a mingle activity where learners ask and answer
survey
questions about after school activities.
Asking the learners to read a dialogue in pairs and
record themselves to assess clarity of sounds,
rhythm, and intonation. Reading
Reading a text and answering information questions.
Choosing from a list of words to complete gaps from a
reading.
Reading a short story from the Internet and highlighting
interesting facts, then comparing them with those of a
partner.
Reading a blog post and writing a comment.
Writing
Listening to an interview and writing more interview
questions.
Writing answers to interview questions.
Writing an email to a friend about healthy habits.
Language through the Arts
Listening to or reading stories and drawing an important
scene.
Looking at the title and accompanying illustrations of
a text and writing questions about the topic.
3. ADAPTED CURRICULUM
Students with Special Needs
Teachers who work with students with special needs learn how to
identify
disabilities in order to design personalized plans based on assessment
results and empirical data. Thus, they should modify the objectives
CLIL Components
Science / Technology / Arts: Prepare a healthy recipe and describe its benefits. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Prepared by
Teacher:
Signature:
Date:
I.EFL.4.8.1 Learners can communicate Use charts and mind maps to summarize
personal information from texts.
information and basic immediate needs Listening
Use specific information to make inferences.
and deal with other practical everyday Pay attention to background sounds to understand the context of a
demands in familiar contexts, effectively conversation. Speaking
and without undue effort and using Use fixed expressions to show agreement and disagreement.
grammatical structures and vocabulary Writing
Classify words according to categories to remember new words.
seen in class (although there may be
frequent, basic errors). (I.1, I.2, I.3, S.1) Instruments for oral and written evaluation
Reading
I.EFL.4.11.1 Learners can understand
Oral and Writing Evaluation
main ideas and some details in short Projects presentations
simple online or print texts on familiar Oral interviews in pairs
Role Play
subjects, using contextual clues to help Game
identify the most relevant information. Writing Quiz
Glossary activities.
(Example: title, illustrations, Portfolio
organization, etc.) (I.2, I.4)
Writing
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
Specifications of the Material to Be Applied
It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing
objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information
in multipleTransversal
formats; using review games to make learning fun.
Axes
Revised by Approved by
Teacher: Teacher:
Signature: Signature:
Date: Date:

1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 9th EGB Class:
Book: English A1.2 Unit: 5 Objectives:
They Were O.EFL.4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of
Successful! communication and written expression of thought.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global
contexts familiar to the learner.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities well as the consequences of ones actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with
and distinctions across cultures and groups (differentiated by gender, ability, others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication
generations, etc.) including the students own. features.
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles
for formal and informal social or academic situations in order to communicate
specific intentions in online
Oral Communication: and face-to-face
(Listening interactions. (Example: thanking,
and Speaking) CE.EFL.4.7 Listening for Information: Follow and identify some main ideas and details in short and straightforward
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or the 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 ones own speech.
main idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual
presentations) if delivered slowly and visuals provide contextual support.
(Example: an announcement of a bus delay, an intercom announcement at school,
Reading
a dialogue supported by facial expressions/gestures and appropriate intonation, CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline familiar subjects, making use of contextual clues to identify relevant information in a text.
and layout, etc. to identify and understand relevant information in written level-
appropriate
Writing text types. CE.EFL.4.17 Show an ability to convey and organize information through the use of facts and
EFL 4.4.8 Convey and organize information using facts and details in order to details and by employing various stages of the writing process, while using a range of digital tools to promote and
support collaboration, learning and productivity.
illustrate diverse patterns and structures in writing. (Example: cause and effect,
problem
Language and solution,
through thegeneral-to-
Arts specific presentation, etc.) CE.EFL.4.22 Show the ability to work collaboratively and to participate effectively in a variety of
EFL 4.5.9 Engage in collaborative activities through a variety of student student groupings by employing a wide range of creative thinking skills through the completion of activities such as
groupings to create and respond to literature and other literary texts. (Example: playing games, brainstorming and problem solving.
small groups, cooperative learning groups, literature circles, process writing
groups, etc.) Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Activities
Using recycled materials to make a project. English Awareness Identify the names of some famous people from the past.
Surfing the Internet to look for information about A1.2 (including I.EFL.4.2.1 Learners can name Ask questions about peoples lives in the
important people from other cultures and presenting it to interactive past.
version) similarities and differences between Use key expressions to answer questions.
the class using digital tools. Audio CD Identify detailed information when reading a paragraph.
Choosing pictures to show responsible and solidary different aspects of cultural groups.
actions Teachers Guide Use idioms and expressions in conversations.
Pictures of Learners can demonstrate socially Write about a historical character.
(helping an elder cross the sidewalk, stopping two famous people responsible behaviors at school, online,
children from throwing rocks at a dog, being open to from the past. at home and in the community, and
Bingo tables with
accepting new ideas/foods, etc.) and having a class names of famous evaluate their actions by ethical, safety
discussion about the importance of helping others. people and social standards. (J.3, S.1, I.1)
and taking notes. nonverbal communication features to Design a Power Point Presentation to talk
Listening to a dialogue between two or more people and communicate in familiar contexts. (I.3, about a historical character.
deciding if a statement is true or false. S.4, J.4) Identify structure patterns in a paragraph.
Watching a short video about important people from the Oral Communication
past and I.EFL.4.7.1 Learners can identify the Techniques
taking notes. Reading
Reading main idea and some details in short
Reading a text and answering information questions. Use context clues to understand the meaning of new words in a text.
straightforward spoken audio texts set in Listening
Choosing from a list of words to complete gaps from a Listen for specific details.
reading. familiar contexts when the message is
Predicting main ideas by reading the title and delivered slowly and there is other Speaking
using other contextual clues (e.g., illustrations, Use new vocabulary and expressions in a
subheadings, etc.). contextual support. (Example: rules for a dialogue to enrich it.
Reading a biography and putting events on a timeline. game, classroom instructions, a dialogue Writing
Writing in a scene from a cartoon or movie, etc.) Use connectors to write a short description of
Reading an online movie review and identifying a famous character from the past
common linguistic features. Asking learners to use it as a Learners can use other classmates
model to write a review of contributions in class as models for their
another movie. Instruments for oral and written evaluation
Sequencing sentences by adding words. own. (I.2, I.3, S.4)
Language through the Arts Reading Oral and Writing Evaluation
Creating literature circles where learners have the I.EFL.4.11.1 Learners can understand Projects presentations
freedom to say anything they think about a text from main ideas and some details in short Oral interviews in pairs
class or outside it. Role Play
Brainstorming a list of questions and answers simple online or print texts on familiar Game
learners can use during small group discussions about subjects, using contextual clues to help Writing Quiz
literary texts. Glossary activities.
Participating in classroom games in which problem- identify the most relevant information.
solving as a (Example: title, illustrations,
team is important.
organization, etc.) (I.2, I.4)
Writing
I.EFL.4.17.1 Learners can convey and
organize information through the use of
facts and details and by employing
various stages of the writing process,
while using a range of digital tools to
3. ADAPTED CURRICULUM promote and support collaboration,
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
identify teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing
disabilities in order to design personalized plans based on assessment objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting
results and empirical data. Thus, they should modify the objectives information in multipleAxes
formats; using review games to make learning fun.
CLIL Components Transversal
Science / Technology / Arts: Organize a party of famous characters from the Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
past and talk about their contribution to society.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 9th EGB Class:
Book: English A1.2 Unit: 6 Objectives:
Unforgettable 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
Moments contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global contexts
familiar to the learner.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN
 Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities well as the consequences of ones actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with
and distinctions across cultures and groups (differentiated by gender, ability, others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication
generations, etc.) including the students own. features.
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles
for formal and informal social or academic situations in order to communicate
specific intentions in online
Oral Communication: and face-to-face
(Listening interactions. (Example: thanking,
and Speaking) CE.EFL.4.8 Production Accuracy and Intelligibility: Communicate needs and information clearly
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal and in simple terms, using grammatical structures learned in class (although there may be frequent errors), effectively and
background, immediate environment and matters of immediate need in simple without undue effort. Demonstrate an ability to make appropriate use of new words and expressions in social interactions.
terms using grammatical structures learnt in class (although there may be
frequent errors with tenses, personal pronouns, prepositions, etc.).
Reading CE.EFL.4.13 Apply learning strategies such as using prior knowledge and graphic organizers to
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written interpret new information in a text, and assess this information according to the organization, subject area and
materials using prior knowledge, graphic organizers, context clues, note taking purpose of the text, using different criteria, including ICT tools.
and finding words in a dictionary.
Writing CE.EFL.4.17 Show an ability to convey and organize information through the use of facts and
EFL 4.4.8 Convey and organize information using facts and details in order to details and by employing various stages of the writing process, while using a range of digital tools to promote and
support collaboration, learning and productivity.
illustrate diverse patterns and structures in writing. (Example: cause and effect,
problem and
Language solution,
through thegeneral-to-
Arts specific presentation, etc.) CE.EFL.4.22 Show the ability to work collaboratively and to participate effectively in a variety of
EFL 4.5.9 Engage in collaborative activities through a variety of student student groupings by employing a wide range of creative thinking skills through the completion of activities such as
groupings to create and respond to literature and other literary texts. (Example: playing games, brainstorming and problem solving.
small groups, cooperative learning groups, literature circles, process writing
groups, etc.) Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Talk about events in the past.
Surfing the Internet to look for information about English Awareness Mention memories with family and friends.
important people from other cultures and presenting it to A1.2 (including I.EFL.4.2.1 Learners can name Interview a classmate about memories from the past.
the class using digital tools. interactive Talk about anecdotes.
Reading a story from another region/culture and sharing a version) similarities and differences between Write a paragraph about an anecdote.
similar Audio CD different aspects of cultural groups. Use idioms in conversations.
experience. Teachers Guide Design a project about a special moment in your life.
Oral Communication: (Listening and Speaking) Pictures of Learners can demonstrate socially
Recording in-class conversations and dialogues in memories with the responsible behaviors at school, online,
order to make note of correct and appropriate language family. at home and in the community, and
usage and intelligibility. Quiz Time (SB)
Asking classmates to repeat an answer or statement evaluate their actions by ethical, safety
to clarify something if needed. and social standards. (J.3, S.1, I.1)
Readin nonverbal communication features to Techniques
g communicate in familiar contexts. (I.3, Reading
Highlighting key information in a text and crossing S.4, J.4) Use context clues to understand the meaning
out irrelevant information. Oral Communication of new words in a text.
Keeping a vocabulary notebook of synonyms and I.EFL.4.8.1 Learners can communicate Listening
antonyms of
words from a personal information and basic immediate Listen for specific details.
text. needs and deal with other practical Pay attention to background sounds to
Brainstorming about a topic and then reading a text to understand the context of a conversation.
check true and false information. everyday demands in familiar contexts, Speaking
Writi effectively and without undue effort and Talk about moments in the past and emotions with a partner using the
ng using grammatical structures and given expressions.
Completing the gaps in a Encourage a partner to take part in a
vocabulary seen in class (although there conversation by using appropriate expressions such as How about you?
text. may be frequent, basic errors). (I.1, I.2, Writing
Reading an online movie review and identifying Use connectors to describe important events
common linguistic features such as the use of verbs in I.3, S.1)
the past tense. Then using it as a model to write a review Reading in your life.
of another movie. Follow a model to write about experiences
I.EFL.4.13.1 Learners can apply learning and anecdotes.
Sequencing sentences by adding
words. strategies such as using prior knowledge
Language through the and graphic organizers to interpret new Instruments for oral and written evaluation
Arts
Creating literature circles where learners have the information in a text. Learners can assess Oral and Writing Evaluation
freedom to say anything they want about a text from this information according to the Projects presentations
class or outside of class. Oral interviews in pairs
Participating in classroom games in which problem- organization, subject area and purpose of Role Play
solving as a team is important. the text, through the use of different Game
Writing Quiz
criteria, including ICT tools. (I.2, I.4, J.4) Glossary activities.
Writing
I.EFL.4.17.1 Learners can convey and
organize information through the use of
facts and details and by employing
various stages of the writing process,
while using a range of digital tools to
3. ADAPTED CURRICULUM promote and support collaboration,
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only
identify disabilities in order to design personalized plans based on focus on those skills students have developed. Classroom strategies to be implemented
assessment results and include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences;
empirical data. Thus, they should modify the objectives and presenting information in multiple formats; using review games to make learning fun.
indicators in accordance with those results, and adapt the
CLIL Components Transversal Axes
Science / Technology / Arts: Make a photo album with pictures of some Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
important life events and share it with the class.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date: