NewPCA-3rd, 4th, 5th, EGB ENGLISH PRE A1.2

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
“UNIDAD EDUCATIVA JUAN PIO MONTUFAR ”
SCHOOL YEAR 2019-‐2020

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Lic. Sandra Proaño Area: English as a ENGLISH: PRE A1.2 Grade/Course: 3rd, 4th , 5th EGB Class: A/A-B/A-B
Foreign Languaje
Unit * Textbook : Starship Lesson 1: Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English
Number: 1 Pre A1.2 Welcome to Starship O.EFL3.2 Assess and appreciate language through spoken and written literary
Unit Title: English! English as an international texts such as poems, rhymes, chants, riddles
Lesson 2: language. and songs, in order to foster imagination, and
This is my family O.EFL 2.3 Read level appropriate curiosity.
Lesson 3: texts in English for pure O. EFL 3.9 Be able to interact in English in a
.Lesson 1: enjoyment/entertainment and to simple way using basic expressions and short
Welcome to Starship access information. phrases in familiar contexts to satisfy needs of a
English! O. EFL 3.5 Use in class library concrete type.
Lesson 2: resources and explore the use of
This is my family ICT to enrich competencies
Lesson 3:
.
PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER LESSON STARTING WEEK: 6 WEEKS
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE EVALUATION CRITERIA
DEVELOPED
STUDENT BOOK Lesson 1 COMMUNICATION AND CULTURAL AWARENESS
• Greetings CE.EFL.3.5. Model turn-taking and ways to express to others when something is not
(Hi. Hello. Good-bye.) understood to improve comprehension and/or intelligibility in conversations.
• Introducing oneself and others
(His/her/my name’s ___.)
Asking and telling someone’s name (What’s his/her/your name? His/her/my
name’s ___. How do you spell ___?) ORAL COMMUNICATION
STUDENT BOOK Lesson 2 CE.EFL.3.9. Production - Fluency: Utterances are sometimes produced slowly but use
• Greetings and formal introductions appropriate words and phrases to express basic ideas, initiate conversations and
(It’s nice to meet you. respond to questions, including some chunks of language and short sentences.
It’s nice to meet you too.)
• Introducing family members (This is my family. She’s
My sister/mother/grandma. He’s my brother/father/grandpa. They’re my
sisters/brothers.) READING
BE statements (This is…, They’re…) CE.EFL.3.11. Identify and understand individual every-day words, phrases, and
STUDENT BOOK Phonics sentences, including instructions.
Look, listen, and say sections
EFL.3.2.12 Respond to simple questions in quite a short time and initiate basic
interaction spontaneously when there are opportunities to speak. Speech is
produced a little less slowly and hesitantly. WRITING
STUDENT BOOK Lesson 1 CE.EFL.3.18. Writing in order to perform controlled practice of
• Wh- questions with BE (What’s) vocabulary and grammar items
• Contracted forms of BE present tense statements and questions (‘s) Asking

and telling someone’s name (What’s his/her/your name? His/her/my name’s
___.)
STUDENT BOOK Lesson 2
• Asking about people (Who’she/she? She’s my sister/mother/grandma.
He’s my brother/father/grandpa.
Who are they? They’re my sisters/brothers.)
• BE statements (This is…, They’re…)
Wh- questions with BE (Who’s, Who are)
READING
EFL 3.3.1 Demonstrate basic reading comprehension skills by identifying the
meaning of individual words, phrases, and sentences, including simple written
instructions
• Greetings
(Hi. Hello. Good-bye.)
• Introducing oneself and others (His/her/my name’s ___.)
• Asking and telling someone’s name (What’s his/her/yourname? His/her/my
name’s ___.
Asking for spelling (How do you spell ___?) LANGUAGE THROUGH THE ARTS
STUDENT BOOK Lesson 2 CE.EFL.3.21. Distinguish key information in stories and other age appropriate literary
• Greetings and Formal introductions (It’s nice to meet you. It’s nice to meet texts, both oral and written.
you too.)
• Introducing family members (This is
My family. She’s my sister/mother/grandma.
He’s my brother/father/grandpa.
They’re my sisters/brothers.)
Asking about people (Who’s he/she? Who are they?)
ACTIVITY BOOK All Lessons
Read and match sections
WRITING
EFL 3.4.3 Write simple words by hand and/or on the computer with correct
use of standard writing mechanics. Example: blue, cat, dog, son, etc
Vocabulary (see Scope and Sequence)
STUDENT BOOK Phonics
• Listen, write, and read sections.
Listen and write the words sections
Write the… sections
EFL 3.4.4 Write simple words, phrases and sentences for controlled practice
of language items.
STUDENT BOOK All Lessons
Language Items (see Scope and Sequence)
• Write about… sections
• Write and read sections
Unscramble the sentences sections
LANGUAGE THROUGH THE ARTS
EFL 3.5.1 Identify key information such as events, characters, and objects in
stories and other age-appropriate literary texts if there is visual support
Look, listen, and talk sections
METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES
STRATEGIES INDICATORS TECHNIQUES/INSTRUMENTS
This performance criteria could be Lesson 1 COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: • Star & Stella puppets • CULTURAL AWARENESS Write the alphabet on the board.
1.Work in small groups and take Audio CD:T7–8• Activity • I.EFL.3.5.1. Learners can apply Point to each letter as you sing the
turns in greetings and short Book: pp. AB4–AB9 • turn-taking and ways to express to alphabet song. Ask learners to
conversations Optional: family others when something is not follow along.
2.Use resources such as pictures or photographs: one set of “ understood in short conversations. Lesson 2 Warm-Up (10 minutes):
graphic organizers to accompany Characters” game cards ORAL COMMUNICATION Have learners work in pairs with a
oral expression for each pair p.147 • I.EFL.3.9.1. Learners can set of the “Characters” game cards
3. Describe family using pictures Lesson 2 express basic ideas, initiate turned upside down. Learners take
or photos Flash Cards 2–9 • Star & conversations, and respond to turns turning over a card and
4.Recognize basic phonemes of the Stella puppets • Audio simple questions using spelling the names out loud.
alphabet and imitate the sounds CD:T7–8• Song Audio appropriate words, phrases, and Lesson 3 Warm-Up (5 minutes):
5. Recognize words and match CD • Activity Book: short sentences. Responses may Show learners the Letter Card “a.”
words to pictures pp.AB10–AB15 • be slow though pauses do not Ask them to (a) trace the letter in
6.Use simple resources such as Optional: teacher’s make the interaction tedious or the air; (b) say the letter 3 times;
flash cards family photograph, one uncomfortable for participants. (c) say the phoneme 3 times; (d)
7.Unscramble letters and write words READING say a word with the phoneme
8.Unscramble words to write short sentences set of “ characters” game • I.EFL.3.11.1. Learners can COMMUNICATION AND
9.Create and use puppets cards p.147 understand familiar words, CULTURAL AWARENESS
10.Sing songs and recite chants Lesson 3 phrases, and short simple ACTIVITY
while pointing to the words Letter Cards to use sentences and can successfully • Use pair and small group work to
11.Move to the rhythm of a song or chant simple grammar or complete the simple ask and answer questions about
vocabulary items. accompanying task. photos of families.
WRITING TECHNIQUE
LANGUAGE I.EFL.3.18.1. Learners can write Observation
THROUGH THE short simple phrases and INSTRUMENT
ARTS sentences to show that they know Checklist
• I.EFL.3.21.1. Learners how • Use small role plays to check that
can recognize, through learners can introduce themselves
pictures or other media and family members
such as ICT, key aspects TECHNIQUE
of a story or literary text Observation
(both oral and written). INSTRUMENT
Checklist
ORAL COMMUNICATION
ACTIVITY
• Have learners work in pairs to ask
and answer questions about family.
TECHNIQUE
Observation
INSTRUMENT
Rating scale
ACTIVITY
•Ask learners to take turns pointing

to family members in a photo and
asking and answering questions
TECHNIQUE
Quiz
INSTRUMENT
Sampling
READING
ACTIVITY
• Check word recognition by
having learners stick stickers or
glue them next to words.
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY
having learners categorize labeled
pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
• Check spelling skills by asking

learners to unscramble the letters in
a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
• Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
• Check vocabulary comprehension
by asking learners to repeat a chant
and point to different members of a
family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
•Have learners listen to a song or

chant about classroom objects and
draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
• Have learners listen to a song or
chant and draw something they
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling Learners • Initially use whole group for instruction, and then divide learners into small groups or pairs.___•
Below Level Learners Say
and write instructions.___• Use pictures and flash cards to connect meaning. Have learners create
their
own flash cards. • Use real classroom objects and gestures.___• Provide word walls for learners to
reference.___• Have learners draw pictures to illustrate meaning.___• Ask learners to add pictures or
drawings to a book activity.___• Record learners doing a dance or saying a chant.
CLIL COMPONENTS Social Studies Talk about their families TRANSVERAL AXES:
and families in other cultures Respect, Culture, Tolerance-
Science ..Find pictures of animal families
and talk about them
DONE BY: Sandra Proaño REVISED BY: MSc. Patricio Neira APPROVED BY:
SIGNATURE SIGNATURE SIGNATURE:
DATE DATE DATE:

“UNIDAD EDUCATIVA JUAN PIO MONTUFAR”
SCHOOL YEAR 2019‐2020
Teacher: Lic. Sandra Proaño Area: English as a ENGLISH: PRE A1.2 Grade/Course: 3rd, 4th , 5th EGB Class: BGE
Foreign Languaje
Unit * Textbook : Lesson Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English language
Number: 2 Starship Pre A1.2 1: O.EFL3.2 Assess and through spoken and written literary texts such as
Unit Title: Is she appreciate English as an poems, rhymes, chants, riddles and songs, in order to
happy? international language. foster imagination, and curiosity.
Phonics: O.EFL 3.3 Read level O. EFL 3.9 Be able to interact in English in a simple
Short e, appropriate texts in English way using basic expressions and short phrases in
Long e – for pure familiar contexts to satisfy needs of a concrete type.
ee, Long e
– ea, Long enjoyment/entertainment
e – ey/y and to access information.
O. EFL 3.5 Use in class
library resources and
explore the use of ICT to
enrich competencies
PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER STARTING WEEK: 6 WEEKS

LESSON
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
EFL 3.2.2 COMMUNICATION AND CULTURAL AWARENESS

Be comfortable taking meaning from spoken texts containing CE.EFL.3.4. Develop the skills to work collaboratively using a range of verbal and nonverbal
words or sections which are not understood. Be aware that un- communication features and apply self-correcting and self-monitoring strategies in social and classroom
derstanding spoken texts does not require decoding every single interactions.
word
• Describing
characteristics
and emotions
(using pets)
• Statements and questions
with BE (singular and
plural)
• Predicate adjectives
• Affirmative and negative
short answers (singular
and plural)
Phonetic
Short e, Long e – ee, Long e – ea, Long e – ey/y
EFL 3.1.8
Interpret and demonstrate knowledge in classroom activities of
nonverbal and oral communication features, and understand the
contexts in which they are used appropriately. (Example: ORAL COMMUNICATION
gestures, body language, volume, etc.)
STUDENT BOOK Lesson 1 CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of the main idea, speaker and situation
• Describing in spoken texts set in familiar everyday contexts without having to decode every word.
characteristics
and emotions
(using pets)
plural)
and plural)
Phonetic
EFL 3.2.3
Record key items of specific information from a heard message
READING
or description, either in written form or by drawing a picture.
CE.EFL.3.7. Listening for Information: Follow and identify key information in short straightforward audio
(Example: letters of the alphabet, numbers, quantities, prices and
texts related to areas of immediate need or interest, provided vocabulary is familiar and visual support is
times, days, dates and months, etc.)
present, and use these spoken contributions as models for their own.
READING
EFL 3.3.4 Distinguish between fact and opinion and relevant
and irrelevant information in an informational text through the
use of mind maps/charts.
• Describing
characteristics
and emotions
(using pets)

plural)
and plural)
Phonetic
WRITING
EFL 3.4.2 Write a short simple paragraph to describe yourself or
other people, animals, places and things, with limited support.
(Example: by answering questions or using key words)
Listen and write the words sections WRITING
CE.EFL.3.13. Show an ability to identify the meaning of specific content-based words and phrases, with
ACTIVITY BOOK All Lessons the aid of visual support, and use charts/mind maps to distinguish between fact/opinion and
• Write about… sections relevant/irrelevant information in informational texts.
EFL 3.5.2 Create picture books and/or other graphic expressions

in pairs in class by varying scenes, characters or other elements
of literary texts.

CE.EFL.3.22. Design and produce picture books, graphic expressions and/or personal stories by varying
elements of literary texts and adding imaginative details to real-life stories and situations in order to
create new, original texts.

This performance criteria could be Lesson 1 COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: LESSON 1: Is CULTURAL AWARENESS Write the alphabet on the board.
1.Work in small groups and take she happy? I.EFL.3.4.1. Learners can demonstrate Point to each letter as you sing the
turns in greetings and short (pp. 24–29) an ability to work in pairs and small alphabet song. Ask learners to
conversations Six 45-minute groups using level-appropriate verbal follow along.
and nonverbal communication features
2.Use resources such as pictures or class periods and apply self-correcting and self-moni- Lesson 2 Warm-Up (10 minutes):
graphic organizers to accompany • Flash Cards toring strategies in social and classroom Have learners work in pairs with a
oral expression 10–15 interactions. (J.2, J.3, J.4, I.3) set of the “Characters” game cards
3. Describe family using pictures • Star & Stella turned upside down. Learners take
or photos puppets ORAL COMMUNICATION turns turning over a card and
4.Recognize basic phonemes of the • Audio CD: I.EFL.3.6.1. Learners can grasp the spelling the names out loud.
alphabet and imitate the sounds T13–18 main idea of spoken texts set in familiar Lesson 3 Warm-Up (5 minutes):
everyday contexts and infer changes in
5. Recognize words and match • Activity the topic of discussion as well as who is
Show learners the Letter Card “a.”
words to pictures Book: Act. speaking and what the situation is, Ask them to (a) trace the letter in
6.Use simple resources such as A–D without having to decode every word. the air; (b) say the letter 3 times;
flash cards (pp. AB16– (I.3, I.4) (c) say the phoneme 3 times; (d)
7.Unscramble letters and write words AB17); Act. say a word with the phoneme
8.Unscramble words to write short sentences A–B READING COMMUNICATION AND
9.Create and use puppets (p. AB18); I.EFL.3.7.1. Learners can record and CULTURAL AWARENESS
10.Sing songs and recite chants Act. A–C (p. identify key information from a spoken ACTIVITY
message of immediate need or interest
while pointing to the words AB19); Act. when the message contains frequently • Use pair and small group work to
11.Move to the rhythm of a song or chant A–B (p. used expressions and visual support. ask and answer questions about
AB20); (Example: rules for a game, classroom photos of families.
Act. A–B (p. instructions, a dialogue in a scene from TECHNIQUE

AB21). a cartoon or movie, etc.) Learners can Observation
use other classmate’s contributions in
• Extras: a class as models for their own. (I.2, I.3)
INSTRUMENT
soft ball; a Checklist
pretty, • Use small role plays to check that
soft toy cat or learners can introduce themselves
picture of a and family members
WRITING TECHNIQUE
pretty cat;
pictures of Observation
I.EFL.3.17.1. Learners can write short
pets; simple paragraphs to describe people,
INSTRUMENT
one set of places, animals, things and feelings, Checklist
“Adjectives” with limited support, while ORAL COMMUNICATION
demonstrating an ability to effectively ACTIVITY
game
cards and two
influence an audience and to express • Have learners work in pairs to ask
everyday activities. (I.3, S.1) and answer questions about family.
sets of “Pets”
TECHNIQUE
game cards LANGUAGE THROUGH Observation
(p. 45) for THE INSTRUMENT
each ARTS Rating scale
pair of I.EFL.3.22.1. Create picture books, ACTIVITY
students. graphic expressions and personal stories
PHONICS: by adapting elements of literary texts
and adding imaginative details to real- to family members in a photo and
Short e, Long
life stories and situations, using asking and answering questions
e appropriate vocabulary and features of TECHNIQUE
(ee, ea, ey/y) Quiz
(pp. 34–41) INSTRUMENT
Six 45-minute the literature learners have read or Sampling

class periods heard. (I.3, S.3) READING
• Letter Cards ACTIVITY
• Phonics • Check word recognition by
Game Cards having learners stick stickers or
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY
pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Respect, Culture, Tolerance-
DONE BY: Sandra Proaño REVISED BY: MSc. Patricio Neira APPROVED BY: LIC.
DATE DATE DATE:


SCHOOL YEAR 2019-2020
Teacher: Lic. Sandra Proaño Area: English as a ENGLISH: PRE A1.2 Grade/Course: 3rd, 4th , 5th EGB Class: BGE
Foreign Languaje
Unit * Textbook : Lesson 1: Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English
Number: 3 Starship Pre A1.2 I want juice, O.EFL3.2 Assess and language through spoken and written literary
Unit Title: please. appreciate English as an texts such as poems, rhymes, chants, riddles
Lesson 2: international language. and songs, in order to foster imagination, and
Where’s your O.EFL 3.3 Read level curiosity.
bedroom? appropriate texts in O. EFL 3.9 Be able to interact in English in a
Phonetics: English for pure simple way using basic expressions and short
Short i, Long i – i_e, enjoyment/entertainmen phrases in familiar contexts to satisfy needs of
Long i – igh, Long i – t and to access a concrete type.
ie/y
information.
enrich competencies


• Kitchen and
food CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal communication features
• Asking about and express likes and dislikes while giving recommendations in basic yet effective terms.
and expressing
preferences
• Talking about
different food
• Wh- questions with do
• Indefinite articles a, an
• Around the home
• Asking about places
• Describing locations
• Wh- questions with BE
(Where’s)
• Prepositions of place
• Prepositional phrases
EFL 3.1.3 Exchange basic personal preferences with peers in order
to express likes and dislikes. ORAL COMMUNICATION
EFL 3.1.7 Demonstrate appropriate classroom behaviors by
participating in small group or whole class discussions. (Example:
CE.EFL.3.2. Recognize and exhibit responsible behaviors at home, at school and towards the
being courteous, respecting the person and property of others, etc.)
environment.
• Kitchen and CE.EFL.3.7. Listening for Information: Follow and identify key information in short straightforward
food audio texts related to areas of immediate need or interest, provided vocabulary is familiar and visual
• Asking about support is present, and use these spoken contributions as models for their own.
and expressing
preferences
• Talking about
different food
• Around the home
(Where’s)
Look, listen, and say sections READING
CE.EFL.3.8. Production – Accuracy and Intelligibility: Communicate needs clearly in class by asking
questions or requesting clarification. Demonstrate acquisition of skills taught in class, such as being able
READING
to spell out words or use some grammatical structures (albeit with frequent errors)
EFL 3.3.8 Make and support inferences from evidence in a text with
reference to features of written English. (Example: vocabulary, facts,
format, sequence, relevance of ideas, etc.)
• Kitchen and
food
• Asking about
and expressing
preferences
• Talking about
different food
• Around the home
(Where’s)
WRITING
EFL 3.4.3 Write a variety of short simple text-types, commonly used
in print and online, with appropriate language and layout. (Example:
write a greeting on a birthday card, name and address on an envelope,
a URL for a website, an email address, etc.)
WRITING
Vocabulary (see Scope and Sequence) CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in familiar and predictable
STUDENT BOOK Phonics conversational exchanges by sharing information and reacting appropriately in basic interpersonal
interactions.
EFL 3.5.3 Produce short, creative texts using ICT and/or other
resources at home or at school in order to recreate familiar scenes and
themes
STUDENT BOOK Lesson 2 LANGUAGE THROUGH THE ARTS
Look, listen, and talk sections CE.EFL.3.23. Create short, original texts using a range of resources and other media, including ICT, in
order to recreate familiar scenes and themes.

This performance criteria could be LESSON 1: I want COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: juice, Write the alphabet on the board.
CULTURAL AWARENESS
please.
1.Work in small groups and take • Flash Cards 47–60
I.EFL.3.3.1. Learners can employ a Point to each letter as you sing the
turns in greetings and short • Star & Stella
range of verbal and nonverbal alphabet song. Ask learners to
conversations puppets communication features to express follow along.
• Audio CD: T23–28 likes and dislikes and can give
2.Use resources such as pictures or recommendations in basic yet Lesson 2 Warm-Up (10 minutes):
• Activity Book: Act.
graphic organizers to accompany A–D effective terms. (I.3, S.4) Have learners work in pairs with a
oral expression (pp. AB24–AB25); set of the “Characters” game cards
3. Describe family using pictures Act. A–B ORAL COMMUNICATION turned upside down. Learners take
or photos (p. AB26); Act. A–C turns turning over a card and
I.EFL.3.2.1. Learners can say ways
(p.
4.Recognize basic phonemes of the AB27); Act. A–B (p.
to take care of the environment and spelling the names out loud.
alphabet and imitate the sounds one’s surroundings. Learners can Lesson 3 Warm-Up (5 minutes):
AB28);
identify and exhibit socially
5. Recognize words and match Act. A–B (p. AB29).
responsible behaviors at home, at
Show learners the Letter Card“a.”
words to pictures • Extras: sentences Ask them to (a) trace the letter in
on cards: school and towards the environment.
6.Use simple resources such as “My sister’s cat is (J.3, S.1. the air; (b) say the letter 3 times; (c)
flash cards pretty.” READING say the phoneme 3 times; (d) say a
7.Unscramble letters and write words “Your brother’s dog I.EFL.3.8.1. Learners can ask others word with the phoneme
8.Unscramble words to write short sentences is old.” to repeat themselves or to say COMMUNICATION AND
“Her mother’s fish is something in a different way and ask
9.Create and use puppets happy.” CULTURAL AWARENESS
for common classroom needs.
10.Sing songs and recite chants “His father’s mouse ACTIVITY
Learners can spell out words in
while pointing to the words is
English and can describe matters of • Use pair and small group work to
small.”; one set of ask and answer questions about
11.Move to the rhythm of a song or chant immediate need or interest using
“Food and
some grammatical structures photos of families.
drinks” game cards practiced in class (although there may TECHNIQUE

(pp. 146, be errors with tenses, personal Observation
147) for each pair; pronouns, prepositions, etc.). (I.3, J.4)
two sets INSTRUMENT
of “Food and Checklist
drinks” game WRITING • Use small role plays to check that
cards (pp. 146, 147) I.EFL.3.15.1. Learners can make and learners can introduce themselves
so there support inferences using evidence
is one card per from texts and features of written and family members
student; dice. English (e.g., vocabulary, format, TECHNIQUE
LESSON 2: Where’s sequence, etc.) and apply other Observation
your learning strategies in order to INSTRUMENT
bedroom? (pp. 48– examine and interpret a variety of Checklist
53) written materials. (I.2, J.3) ORAL COMMUNICATION
Six 45-minute class
periods
ACTIVITY
• Flash Cards 61–70
LANGUAGE THROUGH • Have learners work in pairs to ask
• Star & Stella THE ARTS and answer questions about family.
puppets I.EFL.3.23.1. Learners can create TECHNIQUE
• Audio CD: T30–35 and produce short texts using ICT
• Activity Book: Act. and/or other resources at home or at Observation
A–D school in order to recreate familiar INSTRUMENT
(pp. AB30–AB31); scenes and themes. (I.1, I.3) Rating scale
Act. A–B ACTIVITY
(p. AB32); Act. A–C
(p.
AB33); Act. A–B (p. to family members in a photo and
AB34); asking and answering questions
Act. A–B (p. AB35). TECHNIQUE
• Extras: box and
Quiz
ball;
INSTRUMENT
magazine pictures Sampling

of rooms; READING
a set of “Rooms”
game
ACTIVITY
cards (p. 148) for • Check word recognition by
each having learners stick stickers or
pair; two to three glue them next to words.
sets
of “Rooms” game
TECHNIQUE
cards Observation
(p. 148) so there is INSTRUMENT
one card per Checklist
student. ACTIVITY
PHONICS: Short i,
Long i
(i_e, igh, ie/y) (pp. having learners categorize labeled
54–61) pictures or photos.
Six 45-minute class TECHNIQUE
periods
Observation
• Letter Cards
• Phonics Game INSTRUMENT
Cards Data collection
WRITING
ACTIVITY
a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
DONE BY: SANDRA PROAÑO REVISED BY: MSC. PATRICIO NEIRA APPROVED BY: LIC.
DATE DATE DATE:

SCHOOL YEAR 2019-2020

Teacher: Lic. SANDDRA PROAÑO Area: English as a ENGLISH: PRE A1.2 Grade/Course: 3rd, 4th , 5th EGB Class:
Foreign Languaje
Number: 4 Starship Pre A1.2 How many O.EFL3.2 Assess and language through spoken and written literary
Unit Title: robots do you appreciate English as an texts such as poems, rhymes, chants, riddles
have? international language. and songs, in order to foster imagination, and
Phonetics O.EFL 3.3 Read level curiosity.
Short o, Long o – appropriate texts in O. EFL 3.9 Be able to interact in English in a
o_e/oe, Long o – English for pure simple way using basic expressions and short
oa, Long o – ow
enjoyment/entertainmen phrases in familiar contexts to satisfy needs of
t and to access a concrete type.
information.
enrich competencies


EFL 3.1.4 Use a variety of oral, print and electronic forms for social
communication and for writing to oneself. (Example: friendly notes, CE.EFL.3.5. Demonstrate an ability to use a variety of sources for oral and written communication in
invitations, diary entries, notes to self, electronic messages, etc.) order to interact with others in social situations.

• Toys
• Asking about
Toys
• Questions with how
many
• Questions about color
How many robots/ dinosaurs do you have?
One/Seven.
What color is it? It’s red.
What color are they?
They’re green and yellow.
How many dinosaurs does he have?
EFL 3.2.13 Respond to simple questions in quite a short time and
initiate basic interaction spontaneously when there are opportunities
to speak. Speech is produced a little less slowly and hesitantly.
• Toys ORAL COMMUNICATION
• Asking about
Toys
many
How many robots/ dinosaurs do you have? CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations,
One/Seven. such as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express
What color is it? It’s red. opinions or give accounts of personal experiences.
READING
EFL 3.3.9
Identify and use reading strategies to make text more comprehensible
and meaningful. (Example: skimming, scanning, previewing,
predicting, reading for main ideas and details, etc.)

• Toys
• Asking about
Toys
• Questions with how READING
many
• Questions about color CE.EFL.3.14. Select and use reading strategies to understand and give meaning to written text while
How many robots/ dinosaurs do you have? employing a range of everyday reference materials in order to determine information appropriate to the
One/Seven. purpose of inquiry and to relate ideas between written sources.
WRITING
EFL 3.4.5 Write a questionnaire or survey for friends, family or
classmates using WH- questions in order to identify things in
common and preferences.
EFL 2.4.4 Write simple words, phrases and sentences for
controlled practice of language items.
EFL 3.5.5 Evaluate literary texts (both written and oral, online, in
video or in print) according to pre-established criteria. (Example: WRITING
completing a checklist, a chart, a personal response, etc.)
STUDENT BOOK Lesson 1 CE.EFL.3.19. Create a questionnaire or survey using WH- question words in order to identify things in
Look, listen, and talk sections common and preferences while displaying an ability to convey and organize information using facts and
details.

CE.EFL.3.14. Select and use reading strategies to understand and give meaning to written text while
employing a range of everyday reference materials in order to determine information appropriate to the
purpose of inquiry and to relate ideas between written sources.

STRATEGIES INDICATORS TECHNIQUES/INSTRUMEN
TS
This performance criteria could be LESSON 1: How COMMUNICATION AND Lesson 1 Warm-Up (10
evaluated by: many robots do minutes):
CULTURAL AWARENESS
you have?
I.EFL.3.5.1. Learners can employ var- Write the alphabet on the board.
ious print and digital sources in order to Point to each letter as you sing
conversations puppets communicate with others in oral and the alphabet song. Ask learners to
• Audio CD: T36–41 written form in social situations. (J.3,
2.Use resources such as pictures or S.1, S.4) follow along.
graphic organizers to accompany A–D
Lesson 2 Warm-Up (10
oral expression (pp. AB36–AB37); ORAL COMMUNICATION minutes):
3. Describe family using pictures Act. A–B I.EFL.3.9.1. Learners can answer Have learners work in pairs with
or photos (p. AB38); Act. A–C
simple questions quickly and initiate a set of the “Characters” game
(p.
basic interaction spontaneously when cards turned upside down.
alphabet and imitate the sounds given opportunities. (Example: make an Learners take turns turning over a
AB40);
invitation, give a suggestion, etc.)
Learners can describe simple, familiar
card and spelling the names out
words to pictures • Extras: Warm-up loud.
activity situations and talk about past
6.Use simple resources such as flash cards: 11, 13, experiences. (I.3, J.3) Lesson 3 Warm-Up (5 minutes):
flash cards 47, 51, 78, Show learners the Letter Card
7.Unscramble letters and write words 80, 84, 86, 87: two READING “a.”
blue toy
8.Unscramble words to write short sentences
cars or two pictures
• I.EFL.2.11.1. Learners can Ask them to (a) trace the letter in
9.Create and use puppets of a blue understand familiar words, the air; (b) say the letter 3 times;
10.Sing songs and recite chants car; two sets of phrases, and short simple (c) say the phoneme 3 times; (d)
while pointing to the words “Toys” and sentences and can successfully say a word with the phoneme
“Colors” game cards
11.Move to the rhythm of a song or chant COMMUNICATION AND
(p. 149)
for each pair of complete the simple CULTURAL AWARENESS

students.
accompanying task. ACTIVITY
WRITING • Use pair and small group work
I.EFL.3.14.1. Learners can identify and to ask and answer questions
use reading strategies to make written about photos of families.
text more comprehensible and mean-
TECHNIQUE
ingful. Learners can use everyday ref-
erence materials to select information Observation
appropriate to the purpose of an inquiry INSTRUMENT
and to relate ideas from one written Checklist
source to another. (I.2, S.1) • Use small role plays to check
that learners can introduce
LANGUAGE THROUGH themselves and family members
THE ARTS TECHNIQUE
I.EFL.3.21.1. Learners can employ Observation
audio, video, pictures and ICT to INSTRUMENT
respond to oral and written texts and Checklist
use pre-established criteria to evaluate
literary texts individually or in groups. ORAL COMMUNICATION
(I.2, I.3, I.4) ACTIVITY
• Have learners work in pairs to
ask and answer questions about
family.
TECHNIQUE
Observation
INSTRUMENT
Rating scale
ACTIVITY
•Ask learners to take turns

pointing to family members in a
photo and asking and answering
questions
TECHNIQUE
Quiz
INSTRUMENT
Sampling
READING
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY
having learners categorize
labeled pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
learners to unscramble the letters
in a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH
THE
ARTS
ACTIVITY
• Check vocabulary
comprehension
by asking learners to repeat a
chant and point to different
members of a family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
chant about classroom objects
and draw something they hear.
TECHNIQUE: Observation
INSTRUMENT
Participation Chart
ACTIVITY
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
3, ADAPTED CURRICULUM
TEACHER: SANDRA PROAÑO REVISED BY: MSc. PATRICIO NEIRA APPROVED BY: Lic.
DATE DATE DATE:
UNIDAD EDUCATIVA JUAN PIO MONTUFAR”
SCHOOL YEAR 2019-‐‐2020

Teacher: Lic. SANDRA PROAÑO Area: English as a ENGLISH: PRE A1.2 Grade/Course: 3rd, 4th , 5th EGB Class:
Foreign Languaje
Unit * Textbook : Lesson 1: Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English language
Number: 5 Starship Pre A1.2 What time is it, O.EFL3.2 Assess and through spoken and written literary texts such as
Unit Title: please? appreciate English as an poems, rhymes, chants, riddles and songs, in
Lesson 2: international language. order to foster imagination, and curiosity.
Birthday party! O.EFL 3.3 Read level O. EFL 3.9 Be able to interact in English in a
PHONICS: Short appropriate texts in simple way using basic expressions and short
u, Long u English for pure phrases in familiar contexts to satisfy needs of a
(u_e, ue, ui) enjoyment/entertainment concrete type.
and to access information.
enrich competencies.
EFL 3.1.5 Describe, read about, participate in or recommend a COMMUNICATION AND CULTURAL AWARENESS
favorite activity, book, song or other interest to various audiences. CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal communication features and
(Example: peers, other classes, teachers, other adults, etc.) express likes and dislikes while giving recommendations in basic yet effective terms

• Telling time
• Asking and
telling time
• Digital time
• Analog time
• Wh- questions (What)
with BE
• Statements with BE
What time is it, please?
It’s seven/eight/nine o’clock.
It’s time for breakfast/
school/ bed/ recess/ lunch/
dinner/ homework.
It’s ten fifteen/ twelve
• Age and birthdays
• Birthday
ORAL COMMUNICATION
greetings
• Asking and CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in familiar and predictable conversational
telling about exchanges by sharing information and reacting appropriately in basic interpersonal interactions.
age
• Identifying
one’s birthday
• Wh- questions (how old,
when) with BE and short
answers
EFL 3.2.14 Make and respond to invitations, suggestions, apologies
and requests.
• Telling time
• Asking and
telling time
• Digital time
• Analog time
• Wh- questions (What) READING
with BE
CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations, such
as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express opinions
It’s seven/eight/nine o’clock. or give accounts of personal experiences.
dinner/ homework.
• Birthday
greetings
• Asking and
telling about
age
• Identifying
one’s birthday

answers
READING
EFL 3.3.10 Follow short instructions illustrated through step-by-
step visuals in simple experiments and projects. (Example: simple
science experiments, instructions for an art project, etc.)
• Telling time
• Asking and
telling time
• Digital time
• Analog time
with BE
dinner/ homework. WRITING
It’s ten fifteen/ twelve CE.EFL.3.11. Demonstrate comprehension of most of the details of a short simple online or print text and
STUDENT BOOK Lesson 2 follow short instructions in simple experiments and projects if illustrated through step-by-step visuals.
• Birthday
greetings
• Asking and
telling about
age
• Identifying
one’s birthday

answers
WRITING
EFL 3.4.6 Write a simple narrative with linking words on familiar
subjects in order to express everyday activities. (Example: free time,
descriptions, what happened last weekend, etc.)
• Listen, write, and read sections. LANGUAGE THROUGH THE ARTS
Listen and write the words sections CE.EFL.3.24. Organize ideas and relevant information from literary texts using group or class brainstorms
ACTIVITY BOOK All Lessons and/or mind maps in order to enhance collaborative responses to literature.
STUDENT BOOK All Lessons .
EFL 3.5.6 Work in groups to create a brainstorm and/or draw a mind

map to describe and organize ideas or organize useful information
from literary texts.
This performance criteria could be LESSON 1: What COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: time is it, please? Write the alphabet on the board.
• Flash Cards
CULTURAL AWARENESS
1.Work in small groups and take twelve flash I.EFL.3.3.1. Learners can employ a range Point to each letter as you sing the
turns in greetings and short cards from previous of verbal and nonverbal communication alphabet song. Ask learners to
conversations lessons features to express likes and dislikes and follow along.
• Star & Stella can give recommendations in basic yet
2.Use resources such as pictures or effective terms. (I.3, S.4) Lesson 2 Warm-Up (10 minutes):
puppets
graphic organizers to accompany • Audio CD: T45–50 Have learners work in pairs with a
oral expression • Activity Book: Act. ORAL COMMUNICATION set of the “Characters” game cards
3. Describe family using pictures A–D turned upside down. Learners take
I.EFL.3.10.1. Learners can use back-
or photos (pp. AB44–AB45); turns turning over a card and
channeling to react appropriately to what
Act. A–B
4.Recognize basic phonemes of the (p. AB46); Act. A–C
others say about familiar topics in pre- spelling the names out loud.
alphabet and imitate the sounds (p. dictable, everyday situations and when Lesson 3 Warm-Up (5 minutes):
carrying out pair work for a specific task
5. Recognize words and match AB47); Act. A–B (p.
in class. Learners can ask questions to
AB48);
words to pictures extend an interpersonal interaction. (I.3, Ask them to (a) trace the letter in
Act. A–B (p. AB49).
6.Use simple resources such as • Extras: an analog J.3) the air; (b) say the letter 3 times;
flash cards clock; a (c) say the phoneme 3 times; (d)
7.Unscramble letters and write words say a word with the phoneme
8.Unscramble words to write short sentences set of “Times” and READING COMMUNICATION AND
“Daily I.EFL.3.11.1. Learners can understand
9.Create and use puppets activities” game
CULTURAL AWARENESS
10.Sing songs and recite chants most details in a short simple online or ACTIVITY
cards (pp. print text and can follow short instructions
while pointing to the words 150–151) for each
in simple experiments and projects if step-
• Use pair and small group work to
11.Move to the rhythm of a song or chant pair of ask and answer questions about
by-step visuals are provided. (I.3, I.4)
students; dice.
photos of families.
LESSON 2:
Birthday party! WRITING TECHNIQUE
(pp. 86–91) I.EFL.3.18.1. Learners can write short Observation
Six 45-minute class simple text-types and narratives, online INSTRUMENT
periods and in print, using appropriate language, Checklist
• Flash Cards 118– layout and linking words. (I.3, J.2) • Use small role plays to check that
135
• Star & Stella learners can introduce themselves
puppets LANGUAGE THROUGH THE and family members
• Audio CD: T51–56 ARTS TECHNIQUE
• Activity Book: Act. I.EFL.3.24.1. Learners can work in Observation
A–D groups to create brainstorms and/ or draw
(pp. AB50–AB51);
INSTRUMENT
mind maps to describe and organize
Act. A–B Checklist
ideas or useful information from literary
(p. AB52); Act. A–C texts and create collaborative responses ORAL COMMUNICATION
(p. to literature through process writing ACTIVITY
AB53); Act. A–B (p. groups or literature circles. (I.4, S.4, J.3) • Have learners work in pairs to ask
AB54);
Act. A–B (p. AB55). and answer questions about family.
• Extras: a hat TECHNIQUE
holding Observation
cards with words INSTRUMENT
“Family,”
“Drinks,” “Pets,”
Rating scale
“Toys,” ACTIVITY
“Colors,” “Rooms”; •Ask learners to take turns pointing

a timer;
a calendar; soft
balls; one set asking and answering questions
of “Ages” and TECHNIQUE
“Dates” game Quiz
cards (p. 152) for INSTRUMENT
each pair; say.
Sampling
READING
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY
pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY

a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
TEACHER: Lic.SANDRA PROAÑO REVISED BY: MSC.PATRICIO NEIRA APPROVED BY: LIC.
SIGNATURE: SIGNATURE: SIGNATURE:
DATE: DATE: DATE:

“UNIDAD EUCATIVA JUAN PIO MONTUFAR ”
SCHOOL YEAR 2019‐2020
Teacher: Lic. SANDRA PROAÑO Area: English as a ENGLISH PRE A1.2 Grade/Course: 3rd, 4th , 5th EGB Class:
Foreign Languaje
Unit * Textbook : LESSON 1: Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English
Number: 6 Starship Pre What’s your O.EFL3.2 Assess and language through spoken and written literary
A1.2 favorite appreciate English as an texts such as poems, rhymes, chants, riddles and
Unit Title: season? international language. songs, in order to foster imagination, and
PHONICS: Short O.EFL 3.3 Read level curiosity.
a, Long a appropriate texts in O. EFL 3.9 Be able to interact in English in a
(a_e, ai, ay) English for pure simple way using basic expressions and short
enjoyment/entertainment phrases in familiar contexts to satisfy needs of a
and to access information. concrete type.
enrich competencies
PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER STARTING WEEK: 6 WEEKS
LESSON

Ask simple basic questions in class about the world beyond their CE.EFL.3.1. Cultivate an awareness of different cultures and identify similarities and differences between
own immediate environment in order to increase their under- them through oral and written literary texts.
standing of different cultures.
• Talking about weather and seasons
• Asking and telling about the weather
• Identifying seasons
• Asking and telling about seasons and preferred activities
• Wh- questions (What’s) with BE
• Statements with BE and
Y/N questions.
What’s your favorite season?
My favorite season is winter.
I like ice-skating.
What’s the weather like today?
EFL 3.2.15 Provide a simple description and/or opinion of a
common object or a simple account of something experienced.
(Example: an Ecuadorian celebration, a class trip, a party, a game
played, etc.)
• Talking about weather and seasons ORAL COMMUNICATION
• Asking and telling about the weather CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations,
• Identifying seasons such as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express
• Asking and telling about seasons and preferred activities opinions or give accounts of personal experiences.
Y/N questions.
I like ice-skating.
READING
EFL 3.4.9 Make effective use of a range of digital tools to write,
edit, revise and publish written work in a way that supports
collaboration. (Example: add sound or images to a presentation,
use an app to collaborate on a mind map, contribute to a class
wiki, etc.)
• Identifying seasons READING
• Wh- questions (What’s) with BE CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations,
• Statements with BE and such as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express
Y/N questions. opinions or give accounts of personal experiences.
I like ice-skating.
WRITING

wiki, etc.)
WRITING
Language Items (see Scope and Sequence) CE.EFL.3.20. Demonstrate an ability to use a variety of digital tools during the writing process in order to
ACTIVITY BOOK All Lessons collaborate on well-constructed informational texts.
EFL 3.5.8 Create stories, poems, songs, dances and plays
including those that reflect traditional and popular Ecuadorian
culture, observing the conventions of the genre. (Example:
purpose, settings, audience, voice, rhythm, etc.)


CE.EFL.3.25. Observe and expand on the conventions of genre in order to create a variety of texts that
reflect traditional and popular Ecuadorian culture and identify select literary elements in order to relate
them to other works, including the learners’ own writing.

This performance criteria could be LESSON 1: What’s COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: your favorite Write the alphabet on the board.
CULTURAL AWARENESS
season?
1.Work in small groups and take • Flash Cards 136–
I.EFL.3.1.1. Learners can show an Point to each letter as you sing the
turns in greetings and short 153
awareness of different cultures and alphabet song. Ask learners to
conversations • Star & Stella identify similarities and differences follow along.
puppets between them through oral and written
2.Use resources such as pictures or literary texts. (I.2, S.2, J.1) Lesson 2 Warm-Up (10 minutes):
• Audio CD: T57–62
graphic organizers to accompany • Activity Book:
Have learners work in pairs with a
oral expression Act. A–D set of the “Characters” game cards
3. Describe family using pictures (pp. AB56–AB57);
ORAL COMMUNICATION turned upside down. Learners take
or photos Act. A–B turns turning over a card and
(p. AB58); Act. A–C I.EFL.3.20.1. Learners can effectively
4.Recognize basic phonemes of the (p. use a range of digital tools during the spelling the names out loud.
alphabet and imitate the sounds AB59); Act. A–B (p. writing process in order to collaborate Lesson 3 Warm-Up (5 minutes):
5. Recognize words and match AB60); on producing well-constructed informa- Show learners the Letter Card “a.”
Act. A–B (p. AB61). tional texts. (I.3, S.4, J.3)
words to pictures Ask them to (a) trace the letter in
• Extras: a Bingo
6.Use simple resources such as board the air; (b) say the letter 3 times;
flash cards READING (c) say the phoneme 3 times; (d)
(p. 155) for each
I.EFL.3.20.1. Learners can effectively
7.Unscramble letters and write words student; say a word with the phoneme
a set of “Weather”
use a range of digital tools during the
8.Unscramble words to write short sentences writing process in order to collaborate COMMUNICATION AND
game
9.Create and use puppets cards (p. 153) and a on producing well-constructed informa- CULTURAL AWARENESS
10.Sing songs and recite chants set of tional texts. (I.3, S.4, J.3) ACTIVITY
while pointing to the words “Seasons” game • Use pair and small group work to
cards WRITING ask and answer questions about
11.Move to the rhythm of a song or chant
(p. 154) for each
pair of photos of families.
students; say. I.EFL.3.9.1. Learners can answer TECHNIQUE

PHONICS: Short a, simple questions quickly and initiate Observation
Long a basic interaction spontaneously when
(a_e, ai, ay) (pp.
INSTRUMENT
given opportunities. (Example: make an
16–26) invitation, give a suggestion, etc.)
Checklist
Six 45-minute class Learners can describe simple, familiar • Use small role plays to check that
periods situations and talk about past learners can introduce themselves
• Letter Cards experiences. (I.3, J.3) and family members
• Phonics Game
Cards TECHNIQUE
LANGUAGE THROUGH THE Observation
ARTS INSTRUMENT
I.EFL.3.20.1. Learners can effectively Checklist
use a range of digital tools during the ORAL COMMUNICATION
writing process in order to collaborate ACTIVITY
on producing well-constructed informa-
tional texts. (I.3, S.4, J.3)
TECHNIQUE
Observation
INSTRUMENT
Rating scale
ACTIVITY
TECHNIQUE
Quiz
INSTRUMENT
Sampling
READING
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY
pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM
DONE BY: Lic. Sandra Proaño REVISED BY: MSC. Patricio Neira APPROVED BY: LIC.
DATE DATE DATE:

Teacher: Lic. SANDRA PROAÑO Area: English as a ENGLISH: PRE A1.2 Grade/Course: 6th, 7th EGB Class:
Foreign Languaje
Unit * UNIT TITLE: Lesson 1 : Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English
Number: 1 What`s your What`s your O.EFL3.2 Assess and language through spoken and written
favorite class favorite class? appreciate English as an literary texts such as poems, rhymes,
? international language. chants, riddles and songs, in order to
Lesson 2 : O.EFL 3.3 Read level foster imagination, and curiosity.
Where`s the appropriate texts in English for O. EFL 3.9 Be able to interact in English in
gym? pure a simple way using basic expressions and
enjoyment/entertainment and short phrases in familiar contexts to
Lesson 3: to access information. satisfy needs of a concrete type.
Phonics,bl,br,cl, O. EFL 3.5 Use in class library
cr,fl,fr,dr,tr resources and explore the use
of ICT to enrich competences.
PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER STARTING WEEK: 6

LESSON WEEKS

• Kitchen and
food CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal communication features
• Asking about and express likes and dislikes while giving recommendations in basic yet effective terms.
and expressing
preferences
• Talking about
different food
• Around the home
(Where’s)
EFL 3.1.3 Exchange basic personal preferences with peers in
order to express likes and dislikes. ORAL COMMUNICATION
EFL 3.1.7 Demonstrate appropriate classroom behaviors by
participating in small group or whole class discussions.
CE.EFL.3.2. Recognize and exhibit responsible behaviors at home, at school and towards the
(Example: being courteous, respecting the person and property of
environment.
others, etc.)
STUDENT BOOK Lesson 1 CE.EFL.3.7. Listening for Information: Follow and identify key information in short straightforward
• Kitchen and audio texts related to areas of immediate need or interest, provided vocabulary is familiar and visual
food support is present, and use these spoken contributions as models for their own.
• Asking about
and expressing
preferences
• Talking about
different food
• Around the home
(Where’s)
STUDENT BOOK Phonics READING
Look, listen, and say sections CE.EFL.3.8. Production – Accuracy and Intelligibility: Communicate needs clearly in class by asking
questions or requesting clarification. Demonstrate acquisition of skills taught in class, such as being able
to spell out words or use some grammatical structures (albeit with frequent errors)
READING
EFL 3.3.8 Make and support inferences from evidence in a text
with reference to features of written English. (Example:
vocabulary, facts, format, sequence, relevance of ideas, etc.)
• Kitchen and
food
• Asking about
and expressing
preferences
• Talking about
different food
• Around the home
(Where’s)
WRITING
EFL 3.4.3 Write a variety of short simple text-types, commonly
used in print and online, with appropriate language and layout.
(Example: write a greeting on a birthday card, name and address
on an envelope, a URL for a website, an email address, etc.)
STUDENT BOOK Lesson 1 WRITING
STUDENT BOOK Lesson 2 CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in familiar and predictable
Vocabulary (see Scope and Sequence) conversational exchanges by sharing information and reacting appropriately in basic interpersonal
interactions.
EFL 3.5.3 Produce short, creative texts using ICT and/or other
resources at home or at school in order to recreate familiar scenes
and themes

CE.EFL.3.23. Create short, original texts using a range of resources and other media, including ICT, in
order to recreate familiar scenes and themes.

This performance criteria could be LESSON 1: COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: CULTURAL AWARENESS Write the alphabet on the board.
.
1.Work in small groups and take class periods I.EFL.3.3.1. Learners can employ a Point to each letter as you sing the
turns in greetings and short range of verbal and nonverbal alphabet song. Ask learners to
conversations communication features to express follow along.
likes and dislikes and can give
graphic organizers to accompany effective terms. (I.3, S.4) Have learners work in pairs with a
oral expression set of the “Characters” game cards
3. Describe family using pictures ORAL COMMUNICATION turned upside down. Learners take
or photos I.EFL.3.2.1. Learners can say ways turns turning over a card and
4.Recognize basic phonemes of the to take care of the environment and spelling the names out loud.
alphabet and imitate the sounds one’s surroundings. Learners can Lesson 3 Warm-Up (5 minutes):
identify and exhibit socially responsi-
5. Recognize words and match ble behaviors at home, at school and
words to pictures towards the environment. (J.3, S.1.
Ask them to (a) trace the letter in
6.Use simple resources such as READING the air; (b) say the letter 3 times;
flash cards I.EFL.3.8.1. Learners can ask others (c) say the phoneme 3 times; (d)
7.Unscramble letters and write words to repeat themselves or to say say a word with the phoneme
8.Unscramble words to write short sentences something in a different way and ask COMMUNICATION AND
9.Create and use puppets for common classroom needs. CULTURAL AWARENESS
Learners can spell out words in
10.Sing songs and recite chants ACTIVITY
English and can describe matters of
while pointing to the words immediate need or interest using some • Use pair and small group work to
11.Move to the rhythm of a song or chant grammatical structures practiced in ask and answer questions about
class (although there may be errors photos of families.
with tenses, personal pronouns, TECHNIQUE

prepositions, etc.). (I.3, J.4) Observation
INSTRUMENT
WRITING Checklist
I.EFL.3.15.1. Learners can make and • Use small role plays to check that
support inferences using evidence learners can introduce themselves
from texts and features of written
English (e.g., vocabulary, format, and family members
sequence, etc.) and apply other TECHNIQUE
learning strategies in order to examine Observation
and interpret a variety of written INSTRUMENT
materials. (I.2, J.3) Checklist
ORAL COMMUNICATION
LANGUAGE THROUGH ACTIVITY
THE ARTS • Have learners work in pairs to ask
I.EFL.3.23.1. Learners can create and answer questions about family.
and produce short texts using ICT TECHNIQUE
and/or other resources at home or at
school in order to recreate familiar Observation
scenes and themes. (I.1, I.3) INSTRUMENT
Rating scale
ACTIVITY
TECHNIQUE
Quiz
INSTRUMENT
Sampling
READING
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY
pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
TEACHER: Sandra Proaño REVISED BY: MSC. Patricio Neira APPROVED BY: LIC.:
DATE DATE DATE:


Teacher: Lic. Area: English as a ENGLISH: PRE A1.2 Grade/Course: 6th, 7th EGB Class:
Foreign Languaje
Number: 2 Starship Pre what do you do O.EFL3.2 Assess and appreciate language through spoken and written
A1.1 in the library ? English as an international literary texts such as poems, rhymes,
Unit Title: Lesson 2: review language. chants, riddles and songs, in order to
O.EFL 3.3 Read level foster imagination, and curiosity.
What do you Lesson 3: learn appropriate texts in English for O. EFL 3.9 Be able to interact in English
do in the more pure enjoyment/entertainment in a simple way using basic expressions
library? and to access information. and short phrases in familiar contexts
Lesson 4: O. EFL 3.5 Use in class library to satisfy needs of a concrete type.
phonics gl, gr; resources and explore the use
pl, pr; of ICT to enrich competences.
sc, sk; sl, sp .
PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER STARTING 6

LESSON WEEK: WEEKS
UNIT PLAN

EFL 3.1.4 Use a variety of oral, print and electronic forms for
social communication and for writing to oneself. (Example: CE.EFL.3.5. Demonstrate an ability to use a variety of sources for oral and written communication in
friendly notes, invitations, diary entries, notes to self, electronic order to interact with others in social situations.
messages, etc.)

• Toys
• Asking about
Toys
many
One/Seven.
EFL 3.2.13 Respond to simple questions in quite a short time and
initiate basic interaction spontaneously when there are
opportunities to speak. Speech is produced a little less slowly and
hesitantly. ORAL COMMUNICATION
• Toys
• Asking about
Toys
many CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations,
• Questions about color such as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express
How many robots/ dinosaurs do you have? opinions or give accounts of personal experiences.
One/Seven.
READING
EFL 3.3.9
Identify and use reading strategies to make text more comprehen-
sible and meaningful. (Example: skimming, scanning,
previewing, predicting, reading for main ideas and details, etc.)

• Toys
• Asking about READING
Toys
• Questions with how CE.EFL.3.14. Select and use reading strategies to understand and give meaning to written text while
many employing a range of everyday reference materials in order to determine information appropriate to the
• Questions about color purpose of inquiry and to relate ideas between written sources.
One/Seven.

WRITING
EFL 3.4.5 Write a questionnaire or survey for friends, family or
classmates using WH- questions in order to identify things in
common and preferences.
WRITING
EFL 3.5.5 Evaluate literary texts (both written and oral, online,
in video or in print) according to pre-established criteria.
(Example: completing a checklist, a chart, a personal response, CE.EFL.3.19. Create a questionnaire or survey using WH- question words in order to identify things in
etc.) common and preferences while displaying an ability to convey and organize information using facts and
STUDENT BOOK Lesson 1 details.

CE.EFL.3.14. Select and use reading strategies to understand and give meaning to written text while
employing a range of everyday reference materials in order to determine information appropriate to the
purpose of inquiry and to relate ideas between written sources.

This performance criteria could be LESSON 1: How COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: many robots do Write the alphabet on the board.
CULTURAL AWARENESS
you have?
I.EFL.3.5.1. Learners can employ Point to each letter as you sing the
various print and digital sources in alphabet song. Ask learners to
conversations puppets order to communicate with others in follow along.
• Audio CD: T36–41 oral and written form in social
2.Use resources such as pictures or situations. (J.3, S.1, S.4) Lesson 2 Warm-Up (10 minutes):
graphic organizers to accompany A–D
oral expression (pp. AB36–AB37); ORAL COMMUNICATION set of the “Characters” game cards
3. Describe family using pictures Act. A–B I.EFL.3.9.1. Learners can answer turned upside down. Learners take
or photos (p. AB38); Act. A–C turns turning over a card and
simple questions quickly and initiate
(p.
basic interaction spontaneously when spelling the names out loud.
alphabet and imitate the sounds given opportunities. (Example: make Lesson 3 Warm-Up (5 minutes):
AB40);
an invitation, give a suggestion, etc.)
Learners can describe simple, familiar
words to pictures • Extras: Warm-up Ask them to (a) trace the letter in
activity situations and talk about past
6.Use simple resources such as flash cards: 11, 13, experiences. (I.3, J.3) the air; (b) say the letter 3 times;
flash cards 47, 51, 78, (c) say the phoneme 3 times; (d)
7.Unscramble letters and write words 80, 84, 86, 87: two READING say a word with the phoneme
blue toy
8.Unscramble words to write short sentences
cars or two pictures
• I.EFL.2.11.1. Learners can COMMUNICATION AND
9.Create and use puppets of a blue understand familiar words, CULTURAL AWARENESS
10.Sing songs and recite chants car; two sets of phrases, and short simple ACTIVITY
while pointing to the words “Toys” and sentences and can successfully • Use pair and small group work to
“Colors” game cards ask and answer questions about
11.Move to the rhythm of a song or chant complete the simple
(p. 149)
accompanying task. photos of families.
for each pair of WRITING TECHNIQUE

students. I.EFL.3.14.1. Learners can identify Observation
and use reading strategies to make INSTRUMENT
written text more comprehensible and Checklist
meaningful. Learners can use
everyday reference materials to select
• Use small role plays to check that
information appropriate to the learners can introduce themselves
purpose of an inquiry and to relate and family members
ideas from one written source to TECHNIQUE
another. (I.2, S.1) Observation
INSTRUMENT
LANGUAGE THROUGH Checklist
THE ARTS ORAL COMMUNICATION
I.EFL.3.21.1. Learners can employ ACTIVITY
audio, video, pictures and ICT to • Have learners work in pairs to ask
respond to oral and written texts and
use pre-established criteria to
evaluate literary texts individually or TECHNIQUE
in groups. (I.2, I.3, I.4) Observation
INSTRUMENT
Rating scale
ACTIVITY
TECHNIQUE
Quiz
INSTRUMENT
Sampling
READING
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY
pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
INSTRUMENT
Participation Chart
ACTIVITY
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
3, ADAPTED CURRICULUM
DONE BY: Lic. REVISED BY: APPROVED BY: LIC
DATE DATE DATE:

UNIDAD EDCATIVA “JUAN PIO MONTUFAR”
Teacher: Lic. Sandra Proaño Area: English as a ENGLISH: PRE A1.1 Grade/Course: 5TH EGB Class:
Foreign Languaje
Number: 3 Starship let`s paint O.EFL3.2 Assess and appreciate language through spoken and written
children English as an international literary texts such as poems, rhymes,
A1.1 Lesson 2: language. chants, riddles and songs, in order to
Unit Title: What do you O.EFL 3.3 Read level appropriate foster imagination, and curiosity.
want to eat? texts in English for pure O. EFL 3.9 Be able to interact in English in
Let`s paint enjoyment/entertainment and to a simple way using basic expressions and
Lesson 3: access information. short phrases in familiar contexts to
Phonics: sm, O. EFL 3.5 Use in class library satisfy needs of a concrete type.
sn; st; resources and explore the use of
sw, tw; scr, str ICT to enrich competencies

LESSON WEEK: WEEKS
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE EVALUATION CRITERIA
DEVELOPED
EFL 3.1.5 Describe, read about, participate in or recommend COMMUNICATION AND CULTURAL AWARENESS
a favorite activity, book, song or other interest to various CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal communication features and
audiences. (Example: peers, other classes, teachers, other express likes and dislikes while giving recommendations in basic yet effective terms
adults, etc.)

• Telling time
• Asking and
telling time
• Digital time
• Analog time
with BE
dinner/ homework.
• Age and birthdays ORAL COMMUNICATION
• Birthday
greetings CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in familiar and predictable conversational
• Asking and exchanges by sharing information and reacting appropriately in basic interpersonal interactions.
telling about
age
• Identifying
one’s birthday
answers
EFL 3.2.14 Make and respond to invitations, suggestions,
apologies and requests.
• Telling time
• Asking and
telling time
• Digital time
• Analog time READING
• Wh- questions (What) CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations, such
with BE as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express opinions
• Statements with BE or give accounts of personal experiences.
dinner/ homework.
• Birthday
greetings
• Asking and
telling about
age
• Identifying
one’s birthday
answers
READING
EFL 3.3.10 Follow short instructions illustrated through step-
by-step visuals in simple experiments and projects. (Example:
simple science experiments, instructions for an art project,
etc.)
• Telling time
• Asking and
telling time
• Digital time
• Analog time
with BE
WRITING
school/ bed/ recess/ lunch/ CE.EFL.3.11. Demonstrate comprehension of most of the details of a short simple online or print text and
dinner/ homework. follow short instructions in simple experiments and projects if illustrated through step-by-step visuals.
• Birthday
greetings
• Asking and
telling about
age
• Identifying
one’s birthday
answers
WRITING
EFL 3.4.6 Write a simple narrative with linking words on
familiar subjects in order to express everyday activities.
(Example: free time, descriptions, what happened last
weekend, etc.)
STUDENT BOOK Lesson 2 LANGUAGE THROUGH THE ARTS
Vocabulary (see Scope and Sequence) CE.EFL.3.24. Organize ideas and relevant information from literary texts using group or class brainstorms
STUDENT BOOK Phonics and/or mind maps in order to enhance collaborative responses to literature.
Listen and write the words sections .

EFL 3.5.6 Work in groups to create a brainstorm and/or draw
a mind map to describe and organize ideas or organize useful
information from literary texts.
This performance criteria could be LESSON 1: What COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: time is it, please? Write the alphabet on the board.
• Flash Cards
CULTURAL AWARENESS
1.Work in small groups and take twelve flash I.EFL.3.3.1. Learners can employ a Point to each letter as you sing the
turns in greetings and short cards from previous range of verbal and nonverbal alphabet song. Ask learners to follow
conversations lessons communication features to express along.
• Star & Stella likes and dislikes and can give
puppets
graphic organizers to accompany • Audio CD: T45–50 effective terms. (I.3, S.4) Have learners work in pairs with a set
oral expression • Activity Book: Act. of the “Characters” game cards turned
3. Describe family using pictures A–D upside down. Learners take turns
ORAL COMMUNICATION
or photos (pp. AB44–AB45); turning over a card and spelling the
I.EFL.3.10.1. Learners can use back-
Act. A–B
4.Recognize basic phonemes of the (p. AB46); Act. A–C
channeling to react appropriately to names out loud.
alphabet and imitate the sounds (p. what others say about familiar topics Lesson 3 Warm-Up (5 minutes):
5. Recognize words and match AB47); Act. A–B (p. in predictable, everyday situations and Show learners the Letter Card “a.”
AB48); when carrying out pair work for a
words to pictures Act. A–B (p. AB49).
Ask them to (a) trace the letter in the
specific task in class. Learners can ask
6.Use simple resources such as • Extras: an analog questions to extend an interpersonal
air; (b) say the letter 3 times; (c) say
flash cards clock; a interaction. (I.3, J.3) the phoneme 3 times; (d) say a word
7.Unscramble letters and write words set of “Times” and with the phoneme
“Daily
8.Unscramble words to write short sentences activities” game READING COMMUNICATION AND
9.Create and use puppets cards (pp. I.EFL.3.11.1. Learners can CULTURAL AWARENESS
10.Sing songs and recite chants 150–151) for each understand most details in a short ACTIVITY
while pointing to the words pair of simple online or print text and can • Use pair and small group work to
students; dice. follow short instructions in simple
11.Move to the rhythm of a song or chant ask and answer questions about photos
LESSON 2: experiments and projects if step-by-
Birthday party! step visuals are provided. (I.3, I.4) of families.
(pp. 86–91) TECHNIQUE
Six 45-minute class
WRITING Observation
periods INSTRUMENT
• Flash Cards 118– I.EFL.3.18.1. Learners can write
short simple text-types and narratives, Checklist
135
• Star & Stella online and in print, using appropriate • Use small role plays to check that
puppets language, layout and linking words. learners can introduce themselves and
• Audio CD: T51–56 (I.3, J.2) family members
• Activity Book: Act. TECHNIQUE
A–D
(pp. AB50–AB51);
LANGUAGE THROUGH Observation
Act. A–B THE ARTS INSTRUMENT
(p. AB52); Act. A–C I.EFL.3.24.1. Learners can work in Checklist
(p. groups to create brainstorms and/ or ORAL COMMUNICATION
AB53); Act. A–B (p. draw mind maps to describe and
ACTIVITY
AB54); organize ideas or useful information
Act. A–B (p. AB55). from literary texts and create • Have learners work in pairs to ask
collaborative responses to literature and answer questions about family.
• Extras: a hat through process writing groups or TECHNIQUE

holding literature circles. (I.4, S.4, J.3) Observation
cards with words
“Family,” INSTRUMENT
“Drinks,” “Pets,” Rating scale
“Toys,” ACTIVITY
“Colors,” “Rooms”; •Ask learners to take turns pointing to
a timer;
a calendar; soft
family members in a photo and asking
balls; one set and answering questions
of “Ages” and TECHNIQUE
“Dates” game Quiz
cards (p. 152) for
each pair; say.
INSTRUMENT
Sampling
READING
ACTIVITY
• Check word recognition by having
learners stick stickers or glue them
next to words.
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY
• Check word recognition by having
learners categorize labeled pictures or
photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
learners to unscramble the letters in a
word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
family in a photo.
INSTRUMENT
Rubric
ACTIVITY
INSTRUMENT
Participation Chart
ACTIVITY
chant and draw something they hear.
INSTRUMENT
Participation Chart
PREPARED BY: REVISED BY: MSC APPROVED BY: LIC.
DATE DATE DATE:
UNIDAD EDUCATIVA JUAN PIO

MONTUFAR”

Teacher: Lic.. Area: English as a ENGLISH PRE A1.2 Grade/Course: 6th, 7th Class:
Foreign Languaje
Number: 4 Starship Review O.EFL3.2 Assess and appreciate language through spoken and written
children Lesson 2: English as an international literary texts such as poems, rhymes,
A1.1 Learn more language. chants, riddles and songs, in order to
Unit Title: O.EFL 3.3 Read level appropriate foster imagination, and curiosity.
texts in English for pure O. EFL 3.9 Be able to interact in English in
Lesson 3:
Can you enjoyment/entertainment and to a simple way using basic expressions and
Phonics: spl,
play the access information. short phrases in familiar contexts to
spr, squ; ct, ft; O. EFL 3.5 Use in class library satisfy needs of a concrete type.
piano?
nd, nt; nk, mp resources and explore the use of
ICT to enrich competencies
LESSON WEEK: WEEKS
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE EVALUATION

DEVELOPED CRITERIA

Ask simple basic questions in class about the world beyond CE.EFL.3.1. Cultivate an awareness of different cultures and identify similarities and differences between
their own immediate environment in order to increase their them through oral and written literary texts.
understanding of different cultures.
Y/N questions.
I like ice-skating.
common object or a simple account of something
experienced. (Example: an Ecuadorian celebration, a class
trip, a party, a game played, etc.)
Y/N questions.

I like ice-skating.
READING
EFL 3.4.9 Make effective use of a range of digital tools to
write, edit, revise and publish written work in a way that
supports collaboration. (Example: add sound or images to a
presentation, use an app to collaborate on a mind map,
contribute to a class wiki, etc.)
I like ice-skating.
WRITING

EFL 2.4.4 Write simple words, phrases and sentences
for controlled practice of language items.
STUDENT BOOK All Lessons WRITING


CULTURAL AWARENESS
season?
• Audio CD: T57–62
graphic organizers to accompany • Activity Book: Act.
oral expression A–D set of the “Characters” game cards
3. Describe family using pictures (pp. AB56–AB57);
or photos Act. A–B turns turning over a card and
(p. AB58); Act. A–C I.EFL.3.20.1. Learners can effectively
4.Recognize basic phonemes of the (p. use a range of digital tools during the spelling the names out loud.
alphabet and imitate the sounds AB59); Act. A–B (p. writing process in order to collaborate on Lesson 3 Warm-Up (5 minutes):
5. Recognize words and match AB60); producing well-constructed informa- Show learners the Letter Card “a.”
Act. A–B (p. AB61). tional texts. (I.3, S.4, J.3)
• Extras: a Bingo
6.Use simple resources such as board the air; (b) say the letter 3 times;
(p. 155) for each
7.Unscramble letters and write words student; say a word with the phoneme
8.Unscramble words to write short sentences writing process in order to collaborate on COMMUNICATION AND
game
9.Create and use puppets cards (p. 153) and a producing well-constructed informa- CULTURAL AWARENESS
10.Sing songs and recite chants set of tional texts. (I.3, S.4, J.3) ACTIVITY
while pointing to the words “Seasons” game • Use pair and small group work to
cards WRITING ask and answer questions about
(p. 154) for each
pair of photos of families.
students; say. I.EFL.3.9.1. Learners can answer simple TECHNIQUE

PHONICS: Short a, questions quickly and initiate basic in- Observation
Long a teraction spontaneously when given op-
(a_e, ai, ay) (pp.
INSTRUMENT
portunities. (Example: make an
16–26) invitation, give a suggestion, etc.)
Checklist
Six 45-minute class Learners can describe simple, familiar • Use small role plays to check that
periods situations and talk about past learners can introduce themselves
• Letter Cards experiences. (I.3, J.3) and family members
• Phonics Game
Cards TECHNIQUE
LANGUAGE THROUGH THE Observation
ARTS INSTRUMENT
writing process in order to collaborate on ACTIVITY
producing well-constructed informa-
TECHNIQUE
Observation
INSTRUMENT
Rating scale
ACTIVITY
TECHNIQUE
Quiz
INSTRUMENT
Sampling
READING
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY
pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM
DONE BY: REVISED BY: MSC. APPROVED BY:
DATE DATE DATE:

“UNIDAD EDUCATIVA JUAN PIO

MONTUFAR”
Teacher: Lic. Area: English as a ENGLISH PRE A1.2 Grade/Course: 6th ,7th EGB Class:
Foreign Languaje
Number: 5 Starship I like to jump! O.EFL3.2 Assess and appreciate language through spoken and written
childrenchildren English as an international literary texts such as poems, rhymes,
A1.1 Lesson 2: language. chants, riddles and songs, in order to
Unit Title: hurt my nose O.EFL 3.3 Read level foster imagination, and curiosity.
I like to jump! lesson 3: appropriate texts in English for O. EFL 3.9 Be able to interact in English in
pure enjoyment/entertainment a simple way using basic expressions and
Phonics: ang,
and to access information. short phrases in familiar contexts to satisfy
ing, ong, ung; O. EFL 3.5 Use in class library needs of a concrete type.
ld, lf, lk, lm, resources and explore the use
lp, lt; le, el. of ICT to enrich competencies

LESSON WEEK: WEEKS
UNIT PLAN

Ask simple basic questions in class about the world beyond their CE.EFL.3.1. Cultivate an awareness of different cultures and identify similarities and differences
own immediate environment in order to increase their under- between them through oral and written literary texts.
standing of different cultures.
Y/N questions.
I like ice-skating.
common object or a simple account of something experienced.
(Example: an Ecuadorian celebration, a class trip, a party, a game
played, etc.)
Y/N questions.

I like ice-skating.
READING
wiki, etc.)
I like ice-skating.
WRITING

wiki, etc.)
Language Items (see Scope and Sequence) CE.EFL.3.20. Demonstrate an ability to use a variety of digital tools during the writing process in order
ACTIVITY BOOK All Lessons to collaborate on well-constructed informational texts.


CULTURAL AWARENESS
season?
• Audio CD: T57–
graphic organizers to accompany 62
oral expression • Activity Book: set of the “Characters” game cards
3. Describe family using pictures Act. A–D
or photos (pp. AB56–AB57); turns turning over a card and
Act. A–B I.EFL.3.20.1. Learners can effectively
4.Recognize basic phonemes of the (p. AB58); Act. A–C use a range of digital tools during the spelling the names out loud.
alphabet and imitate the sounds (p. writing process in order to collaborate Lesson 3 Warm-Up (5 minutes):
5. Recognize words and match AB59); Act. A–B (p. on producing well-constructed informa- Show learners the Letter Card “a.”
AB60); tional texts. (I.3, S.4, J.3)
Act. A–B (p. AB61).
6.Use simple resources such as • Extras: a Bingo the air; (b) say the letter 3 times;
board
7.Unscramble letters and write words (p. 155) for each say a word with the phoneme
student;
8.Unscramble words to write short sentences writing process in order to collaborate COMMUNICATION AND
9.Create and use puppets game on producing well-constructed informa- CULTURAL AWARENESS
10.Sing songs and recite chants cards (p. 153) and tional texts. (I.3, S.4, J.3) ACTIVITY
while pointing to the words a set of • Use pair and small group work to
“Seasons” game WRITING ask and answer questions about
cards
photos of families.
(p. 154) for each I.EFL.3.9.1. Learners can answer TECHNIQUE

pair of simple questions quickly and initiate Observation
students; say. basic interaction spontaneously when
PHONICS: Short a, INSTRUMENT
Long a invitation, give a suggestion, etc.)
Checklist
(a_e, ai, ay) (pp. Learners can describe simple, familiar • Use small role plays to check that
16–26) situations and talk about past learners can introduce themselves
Six 45-minute class experiences. (I.3, J.3) and family members
periods
• Letter Cards TECHNIQUE
• Phonics Game LANGUAGE THROUGH Observation
Cards THE ARTS INSTRUMENT
TECHNIQUE
Observation
INSTRUMENT
Rating scale
ACTIVITY
TECHNIQUE
Quiz
INSTRUMENT
Sampling
READING
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY
pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM
DONE BY: REVISED BY: MSC APPROVED BY: LIC.
DATE DATE DATE:

“UNIDAD EDUCATIVA JUAN PIO

MONTUFAR ”
Teacher: Lic. Area: English as a ENGLISH PRE A1.2 Grade/Course: 6th, 7th EGB Class:
Foreign Languaje
Number: 6 Starship Let’s clean up! O.EFL3.2 Assess and appreciate language through spoken and written
children A1.1 Lesson 2: English as an international literary texts such as poems, rhymes,
Unit Title: About me language. chants, riddles and songs, in order to
Let’s clean up! Lesson 3: O.EFL 3.3 Read level appropriate foster imagination, and curiosity.
Phonics: ll, rr, tt; texts in English for pure O. EFL 3.9 Be able to interact in English
enjoyment/entertainment and to in a simple way using basic expressions
kn, wr, mb;
access information. and short phrases in familiar contexts
cc, ck, soft c, soft g
O. EFL 3.5 Use in class library to satisfy needs of a concrete type.
lesson 4: resources and explore the use of
Phonics Review ICT to enrich competencies
LESSON WEEK: WEEKS
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE EVALUATION

DEVELOPED CRITERIA

Ask simple basic questions in class about the world beyond CE.EFL.3.1. Cultivate an awareness of different cultures and identify similarities and differences between
their own immediate environment in order to increase their them through oral and written literary texts.
understanding of different cultures.
Y/N questions.
I like ice-skating.
EFL 3.2.15 Provide a simple description and/or opinion of
a common object or a simple account of something
experienced. (Example: an Ecuadorian celebration, a class
trip, a party, a game played, etc.)
• Asking and telling about the weather CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations, such
• Identifying seasons as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express opinions or
• Asking and telling about seasons and preferred activities give accounts of personal experiences.
Y/N questions.

I like ice-skating.
READING
• Wh- questions (What’s) with BE CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations, such
• Statements with BE and as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express opinions or
Y/N questions. give accounts of personal experiences.
I like ice-skating.
WRITING

EFL 2.4.4 Write simple words, phrases and sentences
for controlled practice of language items.
including those that reflect traditional and popular
Ecuadorian culture, observing the conventions of the genre.
(Example: purpose, settings, audience, voice, rhythm, etc.)

CE.EFL.3.25. Observe and expand on the conventions of genre in order to create a variety of texts that reflect
traditional and popular Ecuadorian culture and identify select literary elements in order to relate them to other
works, including the learners’ own writing.

This performance criteria could be LESSON 1: What’s your COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: favorite season? Write the alphabet on the board.
• Flash Cards 136–153
CULTURAL AWARENESS
1.Work in small groups and take • Star & Stella puppets I.EFL.3.1.1. Learners can show an Point to each letter as you sing the
turns in greetings and short • Audio CD: T57–62 awareness of different cultures and alphabet song. Ask learners to
conversations • Activity Book: Act. A–D identify similarities and differences follow along.
(pp. AB56–AB57); Act. between them through oral and written
A–B
graphic organizers to accompany (p. AB58); Act. A–C (p. Have learners work in pairs with a
oral expression AB59); Act. A–B (p. set of the “Characters” game cards
3. Describe family using pictures AB60); turned upside down. Learners take
Act. A–B (p. AB61). ORAL COMMUNICATION
or photos I.EFL.3.20.1. Learners can effectively turns turning over a card and
• Extras: a Bingo board
4.Recognize basic phonemes of the (p. 155) for each use a range of digital tools during the spelling the names out loud.
alphabet and imitate the sounds student; writing process in order to collaborate Lesson 3 Warm-Up (5 minutes):
5. Recognize words and match a set of “Weather” game on producing well-constructed informa- Show learners the Letter Card “a.”
cards (p. 153) and a set tional texts. (I.3, S.4, J.3)
of
6.Use simple resources such as “Seasons” game cards the air; (b) say the letter 3 times;
flash cards (p. 154) for each pair of
READING (c) say the phoneme 3 times; (d)
students; say.
7.Unscramble letters and write words use a range of digital tools during the say a word with the phoneme
8.Unscramble words to write short sentences PHONICS: Short a, COMMUNICATION AND
Long a
writing process in order to collaborate
9.Create and use puppets (a_e, ai, ay) (pp. 16–26) on producing well-constructed informa- CULTURAL AWARENESS
10.Sing songs and recite chants Six 45-minute class tional texts. (I.3, S.4, J.3) ACTIVITY
while pointing to the words periods • Use pair and small group work to
11.Move to the rhythm of a song or chant • Letter Cards WRITING ask and answer questions about
• Phonics Game Cards
photos of families.
I.EFL.3.9.1. Learners can answer TECHNIQUE

simple questions quickly and initiate Observation
basic interaction spontaneously when
INSTRUMENT
invitation, give a suggestion, etc.)
Checklist
Learners can describe simple, familiar • Use small role plays to check that
situations and talk about past learners can introduce themselves
experiences. (I.3, J.3) and family members
TECHNIQUE
LANGUAGE THROUGH Observation
THE ARTS INSTRUMENT
TECHNIQUE
Observation
INSTRUMENT
Rating scale
ACTIVITY
TECHNIQUE
Quiz
INSTRUMENT
Sampling
READING
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY
pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM
DONE BY: Lic. REVISED BY: MSC. APPROVED BY: LIC.
DATE DATE DATE:

NewPCA-3rd, 4th, 5th, EGB ENGLISH PRE A1.2

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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

“UNIDAD EDUCATIVA JUAN PIO MONTUFAR ”

SCHOOL YEAR 2019-‐2020

• Contracted forms of BE present tense statements and questions (‘s) Asking

•Ask learners to take turns pointing

• Check spelling skills by asking

•Have learners listen to a song or

Specification of Educational Needs Specification of the adapted material to be applied

drawings to a book activity.___• Record learners doing a dance or saying a chant.

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

“UNIDAD EDUCATIVA JUAN PIO MONTUFAR”

SCHOOL YEAR 2019‐2020

PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER STARTING WEEK: 6 WEEKS

EFL 3.2.2 COMMUNICATION AND CULTURAL AWARENESS

with BE (singular and

EFL 3.5.2 Create picture books and/or other graphic expressions

LANGUAGE THROUGH THE ARTS

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

Act. A–B (p. instructions, a dialogue in a scene from TECHNIQUE

Six 45-minute the literature learners have read or Sampling

Specification of Educational Needs Specification of the adapted material to be applied

DATE DATE DATE:

“UNIDAD EDUCATIVA JUAN PIO MONTUFAR ”

PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER LESSON STARTING WEEK: 6 WEEKS

STUDENT BOOK Lesson 1 COMMUNICATION AND CULTURAL AWARENESS

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

drinks” game cards practiced in class (although there may TECHNIQUE

magazine pictures Sampling

Specification of Educational Needs Specification of the adapted material to be applied

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

“UNIDAD EDUCATIVA JUAN PIO MONTUFAR ”

SCHOOL YEAR 2019-2020

PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER LESSON STARTING WEEK: 6 WEEKS

STUDENT BOOK Lesson 1 COMMUNICATION AND CULTURAL AWARENESS

STUDENT BOOK Lesson 1

STUDENT BOOK Lesson 1

Read and match sections

LANGUAGE THROUGH THE ARTS

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

for each pair of complete the simple CULTURAL AWARENESS

•Ask learners to take turns

UNIDAD EDUCATIVA JUAN PIO MONTUFAR”

SCHOOL YEAR 2019-‐‐2020

STUDENT BOOK Lesson 1

when) with BE and short

• Wh- questions (how old,

EFL 3.5.6 Work in groups to create a brainstorm and/or draw a mind

“Colors,” “Rooms”; •Ask learners to take turns pointing

• Check spelling skills by asking

•Have learners listen to a song or

DATE: DATE: DATE:

“UNIDAD EUCATIVA JUAN PIO MONTUFAR ”

SCHOOL YEAR 2019‐2020

SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA

collaboration. (Example: add sound or images to a presentation,

STUDENT BOOK Lesson 2

LANGUAGE THROUGH THE ARTS

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

students; say. I.EFL.3.9.1. Learners can answer TECHNIQUE

Specification of Educational Needs Specification of the adapted material to be applied

SIGNATURE SIGNATURE SIGNATURE: