School Year

UNIDAD EDUCATIVA ANNE SULLIVAN 2019- 2020

UNIT PLAN / WEEKLY
1. INFORMATIONAL DATA
Teacher Prof. Aida Conforme Grade / Course 4th, 5th, 6th EGB Section A-B
Area Foreign Language Subject English
N° of the Unit 6 Name of the Unit Let´s clean up
Hours 3 Initial Date Monday, December 23th Final Date Friday, January 6th
2. PLANNING
Talking about things in the classroom and what you do with them?
OBJECTIVE OF
THE UNIT
CE.EFL.2.5.
EVALUATION Model turn-taking and ways to express to others when something is not understood to improve comprehension and/or
CRITERIA intelligibility in conversations.
CE.EFL.2.10.
Interaction – Interpersonal: Participate effectively in basic interpersonal interactions in everyday contexts
¿Qué van a aprender? ¿Cómo van a aprender? ¿Qué y cómo evaluar?
SKILLS AND LEARNING ACTIVITIES RESOURCES EVALUATION
PERFOMANCE (Estrategias Metodológicas) Indicators of the unit’s Techniques and
CRITERIA evaluation instruments to
EFL.2.1.10. CLASS 1: I.EFL.2.5.1.
Recognize when to Warm up  TEACHER’S Learners can apply turn- . Observation
speak and when to listen Sing the song let´s clean up BOOK taking and ways to express to
while working in pairs or others when something is not . Work group
small groups in class by  NOTEBOOK understood in short
 Look and choose the correct simple phrasal
following classroom conversations. (J.3, S.1, S.4)
verbs.  PEN
instructions and simple
commands.  Read and say the paragraph correctly.
 PENCIL
 Say and answer the question.
 MARKER
 Encourage the students to practice in pairs.
 Reinforced the new vocabulary of the chart.  BOARD
 Monitor the students.
 ERASER
EFL.2.1.9. Class 2: I.EFL.3.6.1.
Warm up  TEACHER’S
Learners can grasp the
*Observation
Communicate to peers Let´s play go and stop BOOK *Work group
and teacher when main idea of spoken texts
 Play and learn with your classmates.  NOTEBOOK set in familiar everyday
something is not
 Read and say the correct dialog correctly.  PEN contexts and infer changes
understood in class
 Read again and match. in the topic of discussion
through the use of simple  PENCIL
 Listen and check A or B as well as who is speaking
basic questions.
 Monitor the students about the exercises  MARKER and what the situation is,

 Write the exercise on the board and notebook without having to decode
 BOARD
 Check the exercises every word. (I.3, I.4)
 ERASER

EFL.2.2.14. I.EFL.3.11.1.
CLASS 3  TEACHER’S
Ask and answer basic Warm up Learners can understand
BOOK
personal information Let´s play three in a line. most details in a short *Observation
 NOTEBOOK simple online or print text *Work group
questions, as well as
 Look, listen and say the correct word  PEN and can follow short
simple questions about
instructions in simple
other people, animals, shells, doll, strawberries, ferry….  PENCIL
experiments and projects if
and possessions,
 MARKER step-by-step visuals are
provided the interaction is
 Listen and fill in the missing letters.
provided. (I.3, I.4)
 BOARD
slow and clear. (Example:  Listen and chant.
Where do you live? Do  ERASER

you have a bicycle?, etc.)  Go to the board to circle the correct

word.

 Tell the pupils to write the correct

names

 Check the exercise and correct the

mistake.

.
3. CURRICULAR ADAPTATIONS

Specification of the adaptation to be applied

Specification of the Evaluation
educational needs
Skills and performance Techniques and
Learning activities Resources Indicators of the
criteria instruments to
unit’s evaluation
evaluate
1. Use pictures and flash  TEACHER’ *Observation
Struggling learners cards to connect S BOOK *Work group
EFL.2.4.2. I.EFL.2.21.1.
meaning.
Make a simple learning resource, in  PEN Learners can recognize, -Questionnaire
2. Have learners create
order to record and practice new their own flash cards. through pictures or other
 PENCIL
words. (Example: a picture dictionary, 3. Use real classroom media such as ICT, key
objects and gestures  MARKER aspects of a story or literary
a word list, set of flashcards, etc.)
4. Have learners draw
EFL.2.4.3. pictures to illustrate  BOARD text (both oral and written).
Write simple words, phrases and meaning. (J.1, I.2)
5. Ask learners to add  ERASER
sentences with correct use of standard
pictures or drawings to
writing mechanics. (Example: a book activity.
spelling, punctuation, capitalization, 6. Repeat the classroom
and writing by hand and/ or on the instructions as many
times as needed.
computer. 7. Speak clearly and
slowly.
8. Check comprehension
as many times as
possible.

4. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms) 5. OBSERVATIONS

• Ministerio de educación, julio de 2016. Teacher´s book. A1.1 children It will use the English Book A1.1 children,
• Muñoz, O. J. (2015). TEACHER´S BOOK - LEVEL 1. Quito: Norma. which is directed to 4th, 5th 6th of EGB.
• Villalba, J., & Rosero, I. (Septiembre de 2012). Ministerio de Educación del Ecuador - MinEduc. Obtenido de
http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-
2014.pdf.
DONE BY REVISED BY REVISED BY REVISED BY APPROVED BY
Teacher: English Coordinator: Support Pedagogue: Junta Académica Vice-principal:
Prof. Aida Conforme Lcdo. Pedro Ochoa M Lcdo. Washington Vega