SCHOOL LOGO SCHOOL YEAR:

2016-2017
“JOAQUIN LALAMA ”

PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIONAL DATA:
Teacher: Lcda. Mery Altamirano Area/Subject : English Grade/Course: 10TH EGB Class: B-C
Students will learn how to:
*Give accounts of past events.
“REVIEW AND
Unit Specific *Ask for and give information about the
Unit Number : “0 and 1” Unit title: BREAKTHROUGHS IN
Objectives: past.
SCIENCE AND TECHNOLOGY”
*Use time expressions when giving ac-
counts of past achievements.
2. UNIT PLAN
SKILLS AND PERFORMACE CRITERIA TO BE DEVELOPED KEY PERFORMANCE INDICATORS
Technological and scientific Breakthroughs - Inventors and Inventions – Listening
*Identify words and expressions used in a slower, yet natural colloquial style, by native
Facebook - Household Inventions - Accidental Inventions.
speakers and non-native speakers within the personal and educational domain.
*Understand phrases and expressions related to areas of most immediate priority within the
personal and educational domains (e.g. daily life, free time, school, etc.), provided speech is
Vocabulary: associating images with words.
clearly and slowly articulated.
Reading: activating previous knowledge. *Within the personal and educational domain, deduce the meanings of unfamiliar phrases and
words from a context containing familiar elements.
*Reading for details. - *Looking at the text quickly.
*In their own speech, recognize some of the principal meaningful contrasts in utterances
Writing: following model texts. carried by stress placement and intonation.
*Catch the main idea in short, clear, more complex texts within the personal and educational
Listening: paying attention to specific details.
domain (e.g. weather forecast, school timetables, etc.).
Speaking: integrating idioms into daily conversations. *Understand and identify the main discussion topic within the personal and educational
domain provided that they are conducted slowly and clearly.
*Identify the main idea of recorded news and interviews reporting on seasonal festivals,
environmental issues, food and international customs, climate, weather, etc.
*Identify the main points of television news reporting seasonal festivals, environmental issues,
climate, weather, etc., where the visuals support the commentary—provided technological
resources are available.
Reading
*Deduce the meaning of complex words composed of elements (bases and affixes) which are
familiar to the learners in transactional and expository texts.
*Correctly interpret the meanings of international words (e.g. DVD, phone, hotel, taxi, etc.)
familiar from the learner’s native language and whose equivalent meaning is fully transparent
in the text types used for this level.
*Find specific predictable information in longer transactional and expository material (e.g.
formal letters, biographies, etc.) than those presented in the 9th year EGB.
*Make use of clues such as titles, illustrations, paragraphing, etc., to identify and understand
relevant information in written texts types that correspond to the level.
*Understand short descriptions and media articles when expressed in simple language.
Speaking
Production
*Use new words and expressions which occur in conversations in the personal and educational
domains, and make use of such terms and expressions whenever appropriate/necessary.
*Use simple descriptive language to compare and make brief statements about objects and
possessions.
*Give short, basic descriptions of everyday events and activities within the personal and
educational domains (e.g. their family, living conditions, and educational background).
*Describe plans and arrangements, habits and routines, past activities, and experiences within
the personal and educational domains.
*Give a short, rehearsed presentation on a topic pertinent to their everyday life within the
corresponding domains.
*Understand clear, standard speech on familiar matters within the personal and educational
domains, provided they can ask for repetition or reformulation from time to time.
Interaction
*Deal with practical everyday demands within the personal and educational domains without
undue effort:
- Meeting people (and if strangers, making their acquaintance).
- Asking and answering questions about habits, routines, hobbies and past activities, and
experiences at home or at school.
- Exchanging information, feelings, wishes, and concerning matters of common interest,
particularly those relating to personal life, living conditions, leisure, educational activities and
interests, etc.).
- Proposing plans/arranging a course of action and briefly giving reasons and explanations (e.g.
what to do, where to go, when to meet, etc.).
- Extending invitations and reacting to being invited.
*Interact with reasonable ease in structured situations (e.g. an interview) and short
 conversations within the corresponding domains, provided they are addressed clearly, slowly,
and directly.
*Answer straightforward follow-up questions within the personal and educational domains
provided they can ask for clarification occasionally and are given some help to express what
they want.
*When addressed directly in a formal meeting, say what they think about issues within the
personal and educational domains, provided they can ask for repetition of key points if
necessary.
*Follow changes of topic in formal discussion, within the corresponding domains.
*Speech is clear enough to be understood despite a noticeable foreign accent, but
conversational partners will need to ask for repetition from time to time.
Writing
*Write short words that are in their vocabulary with reasonable phonetic accuracy (but not
necessarily full standard spelling).
*Write longer descriptions about their family, living conditions, and educational background.
*Write a series of follow-up questions for an interview with the aid of a dictionary.
*Write short definitions for people, things, places, etc. by indicating their features or use.
*Write short descriptions of events, past activities and personal experiences.
*Write short, simple formal letters and imaginary biographies.
TRANSVERSAL AXES: Intercultural PERIODS: 5 INITIAL WEEK: May 4, 2016.

Evaluation activities/ Techniques

Methodological Strategies Resources Performance Indicators
Instruments
*Using charts. Textbook Listening  Show students a picture of a
*Identifies specific details regarding people, places, famous inventor you are sure they
*Using games. English Teacher’s guide
times and reasons. know something about. Ask
*Listening for details. Flash cards *Uses background knowledge to aid comprehension. students’ questions about the
*Explores visual aids before listening with the inventor´s full name, achievement,
*Reading for detailed information. Speaker or CD player
purpose of activating previous knowledge. place and year of the invention.
*Associating images to words to Flash memory Reading  Show students the use of timelines
*Locates main ideas and relevant details in a text. to set events in chronological
facilitate word recognition and Laptop
*Predicts the content of a reading by taking a look at order.
retention. Worksheet vocabulary first.  Ask someone to read it and explain
*Answers information questions. to the class what he or she
*Looking into sets of related words Data projector
*Recognizes the structure of an encyclopedia entry. understands.
and ideas to activate previous Computing room Oral Interaction  Tell students to look at the list of
* Asks and answers questions about people and their verbs on the left and look for the
knowledge.
achievements. past tense form in the Word
*Getting familiar with the text before *Uses idioms to talk about everyday topics. Search to complete the second list
*Uses wh-questions to obtain extra details in dialogs. on the left.
reading for details.
Oral Expression  Have students write down 5 pieces
*Scanning a text to look for details *Gives a presentation about an inventor or invention. of homework they did last week.
*Plans what to say and rehearses after collecting  Ask them to give you examples of
related to wh-question words.
relevant information about the topic of a facts they know from their history
*Integrating idioms into daily presentation. class.
Written  Have students look at the pictures
vocabulary.
*Writes an encyclopedia entry. beforehand and ask if they
*Narrates and connects ideas chronologically when recognize anybody.
describing important events.  Ask them to sit in pairs and assign
each student one of the characters
so that they pay attention only to
that part.
 Review the past tense ending
pronunciation patterns. Have them
repeat chorally and individually.
 Ask students to look at the
pictures in the text and see what
each action may represent.
 Tell them to associate those
pictures with the verbs in the
Word Bank and write the
corresponding one next to each
picture in the Simple Past tense
form. Once they have finished,
have them sit in pairs and check
their peer’s answers. Have a group
discussion to check their work.
 Give students a list with words
such as: soap, frying pan, sofa,
desk, computer, towel, soda
drinks, and radio. Tell students to
categorize those words according
to different criteria.
 Students will develop the
matching exercise in order to
determine what the paragraphs
 are about or the ideas they
contain which are important for
the overall comprehension of the
reading.
 Ask them to read it and explain to
you what they understand.
 Have students work in pairs to
write their encyclopedia entries.
Provide them with assistance as
they require it.
 Have students read the title of the
lesson. Ask them if they know of
any accidental inventions or give
them some example: penicillin.
 Ask students for their answers to
see their reasoning but do not tell
them the actual answers.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specifications of the adapted material to be applied
Teachers who work with students with special It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
needs learn how to identify teachers should only focus on those skills students have developed. Classroom strategies to be implemented
disabilities in order to design personalized plans include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
based on assessment results and intelligences; presenting information in multiple formats; using review games to make learning fun. Moreover, to get
empirical data. Thus, they should modify the the students attention could be very important if they are sitting down in places near the board.
objectives and indicators in
accordance with those results, and adapt the
corresponding activities.

PREPARED BY REVISED BY APPROVED BY

Teacher: Lcda. Mery Altamirano Area Director: Lic. Paulina Bonilla Vice- Principal: Mg. Flor Guillén
Signature: Signature: Signature:
Date: November 2016 Date: November 2016 Date: November 2016
 SCHOOL LOGO NAME OF THE SCHOOL: SCHOOL YEAR:
2016-2017
“MARIO COBO BARONA ”

PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIONAL DATA:
Teacher: Lcda. Mery Altamirano Area/Subject : English Grade/Course: 10TH EGB Class: A-B-C
Students will learn how to:
Unit Specific
Unit Number : “2” Unit title: “TRAVEL AND ADVENTURE” *Narrate past experiences.
Objectives:
*Describe places.
2. UNIT PLAN
SKILLS AND PERFORMACE CRITERIA TO BE DEVELOPED KEY PERFORMANCE INDICATORS
Holiday Activities and Places - Extreme Vacations - Anecdotes and Listening
*Identify words and expressions used in a slower, yet natural colloquial style, by native
Unfortunate Happenings.
speakers and non-native speakers within the personal and educational domain.
*Understand phrases and expressions related to areas of most immediate priority within the
personal and educational domains (e.g. daily life, free time, school, etc.), provided speech is
Vocabulary: playing with words.
clearly and slowly articulated.
Reading: using words with similar meaning. *Within the personal and educational domain, deduce the meanings of unfamiliar phrases and
words from a context containing familiar elements.
•Recombining knowledge of vocabulary and grammar to understand a
*In their own speech, recognize some of the principal meaningful contrasts in utterances
text. carried by stress placement and intonation.
*Catch the main idea in short, clear, more complex texts within the personal and educational
Writing: mapping the events of a narrative into a story map.
domain (e.g. weather forecast, school timetables, etc.).
Speaking: paying attention to connectors of sequence. *Understand and identify the main discussion topic within the personal and educational
domain provided that they are conducted slowly and clearly.
*Identify the main idea of recorded news and interviews reporting on seasonal festivals,
environmental issues, food and international customs, climate, weather, etc.
*Identify the main points of television news reporting seasonal festivals, environmental issues,
climate, weather, etc., where the visuals support the commentary—provided technological
resources are available.

Reading
*Deduce the meaning of complex words composed of elements (bases and affixes) which are
familiar to the learners in transactional and expository texts.
*Correctly interpret the meanings of international words (e.g. DVD, phone, hotel, taxi, etc.)
familiar from the learner’s native language and whose equivalent meaning is fully transparent
in the text types used for this level.
*Find specific predictable information in longer transactional and expository material (e.g.
formal letters, biographies, etc.) than those presented in the 9th year EGB.
*Make use of clues such as titles, illustrations, paragraphing, etc., to identify and understand
relevant information in written texts types that correspond to the level.
*Understand short descriptions and media articles when expressed in simple language.
Speaking
Production
*Use new words and expressions which occur in conversations in the personal and educational
domains, and make use of such terms and expressions whenever appropriate/necessary.
*Use simple descriptive language to compare and make brief statements about objects and
possessions.
*Give short, basic descriptions of everyday events and activities within the personal and
educational domains (e.g. their family, living conditions, and educational background).
*Describe plans and arrangements, habits and routines, past activities, and experiences within
the personal and educational domains.
*Give a short, rehearsed presentation on a topic pertinent to their everyday life within the
corresponding domains.
*Understand clear, standard speech on familiar matters within the personal and educational
domains, provided they can ask for repetition or reformulation from time to time.
Interaction
*Deal with practical everyday demands within the personal and educational domains without
undue effort:
- Meeting people (and if strangers, making their acquaintance).
- Asking and answering questions about habits, routines, hobbies and past activities, and
experiences at home or at school.
- Exchanging information, feelings, wishes, and concerning matters of common interest,
particularly those relating to personal life, living conditions, leisure, educational activities and
interests, etc.).
- Proposing plans/arranging a course of action and briefly giving reasons and explanations (e.g.
what to do, where to go, when to meet, etc.).
- Extending invitations and reacting to being invited.
*Interact with reasonable ease in structured situations (e.g. an interview) and short
conversations within the corresponding domains, provided they are addressed clearly, slowly,
and directly.
 *Answer straightforward follow-up questions within the personal and educational domains
provided they can ask for clarification occasionally and are given some help to express what
they want.
*When addressed directly in a formal meeting, say what they think about issues within the
personal and educational domains, provided they can ask for repetition of key points if
necessary.
*Follow changes of topic in formal discussion, within the corresponding domains.
*Speech is clear enough to be understood despite a noticeable foreign accent, but
conversational partners will need to ask for repetition from time to time.
Writing
*Write short words that are in their vocabulary with reasonable phonetic accuracy (but not
necessarily full standard spelling).
*Write longer descriptions about their family, living conditions, and educational background.
*Write a series of follow-up questions for an interview with the aid of a dictionary.
*Write short definitions for people, things, places, etc. by indicating their features or use.
*Write short descriptions of events, past activities and personal experiences.
*Write short, simple formal letters and imaginary biographies.
TRANSVERSAL AXES: Intercultural PERIODS: 5 INITIAL WEEK: June 13, 2016.

Evaluation activities/ Techniques

Methodological Strategies Resources Performance Indicators
Instruments
* Learning new words by playing with Textbook Listening  Show students pictures of famous
*Catches the gist of a recorded text by associating it vacation destinations you think
them. English Teacher’s guide
to a corresponding graph. they might know something
*Associating words with pictures. Flash cards *Follows a text transcript to identify specific words in about. Ask students words that
a recording. describe these places. Give them
* Listening for specific words. Speaker or CD player
*Understands the meaning of a number of some vocabulary so that they
* Recombining knowledge of Flash memory expressions present in a recorded text based on the match certain.
context in which they appear.  After that, refer students to the
grammar and vocabulary to aid Laptop
*Identifies the chronological order of a number of Vocabulary Strategy. Ask someone
reading comprehension. Worksheet events, accounted for in a recorded text, by paying to read it and explain to the class
attention to connectors of sequence and time what he or she understands.
*Using words with similar meaning to Data projector
conjunctions. Propose to continue playing
demonstrate comprehension. Computing room *Identifies details in a narrative by answering wh- something like hangman, miming
questions. or any other game.
*Mapping the events of a story into a
Reading  Have student describe the four
narrative map in terms of beginning, *Uses vocabulary knowledge to aid reading pictures by using there is/ there
comprehension. are or there was/were, telling
middle and end.
*Summarizing with paraphrases. *Uses words with similar meanings to summarize them these pictures depict past
information from a reading. vacations.
*Mapping events in a story.
*Answers wh-questions to help with comprehension  Bring pictures of verbs that are
*Associating new expressions to of details in a text. used to describe accidents such as:
*Identifies the main elements of a narrative: fall, crash, hit, break, slip. Have
images.
beginning, middle and end. students help you create a short
Oral Interaction story with these verbs.
*Asks and answers questions about people´s vacation  Have students listen to the audio
activities. again so that this time they match
*Uses idiomatic expressions to talk about traveling the connector of sequence with
experiences. the corresponding activity. Refer
Oral Expression them to the Listening Strategy. Tell
*Gives an account of a vacation experience in the students that a narrative has a
form of a personal narrative. beginning, middle and end, which
Written are signaled using certain words.
*Maps the events of a narrative into a story map. Show students some examples.
*Writes a personal narrative in his/her own words by You may use some everyday life
following a model. examples to guide students into
selecting the best connectors for
narratives.
 Have students listen to the story
again and focus on the use of
when and while in the case of the
sentences in the book.
 Have students write down a series
of four or five words. Tell them
that in each series there should be
two words that are synonymous.
 Tell students to go back to the
vocabulary activity in the reading.
Have them look at the synonyms
that match the red words from the
reading. Tell them to complete the
paragraph using some of the
words.
 Have students order the pictures
from 1 to 3 according to a
narrative text with a beginning,
 middle and end. Students will tell
the story in their own words.
Make sure you provide key
vocabulary that will appear in the
text. Next have students complete
their written texts.
 Make an opinion poll on people’s
ideas about traveling. Ask students
if they like traveling and how
frequently they do it. You may
also ask them about drivers in
their cities.
 Ask students about the
conversation in order to confirm
they understood the idioms. Have
students tell you what each one of
the participants said in the
conversations. You may even write
their ideas on the board.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specifications of the adapted material to be applied

Teachers who work with students with special It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
needs learn how to identify teachers should only focus on those skills students have developed. Classroom strategies to be implemented
disabilities in order to design personalized plans include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
based on assessment results and intelligences; presenting information in multiple formats; using review games to make learning fun. Moreover, to get
empirical data. Thus, they should modify the the students attention could be very important if they are sitting down in places near the board.
objectives and indicators in
accordance with those results, and adapt the
corresponding activities.

PREPARED BY REVISED BY APPROVED BY

Teacher: Lcda. Mery Altamirano Area Director: Lic. Paulina Bonilla Vice- Principal: Mg. Flor Guillén
Signature: Signature: Signature:
Date: November 2016 Date: November 2016 Date: November 2016
 SCHOOL LOGO NAME OF THE SCHOOL: SCHOOL YEAR:
2016-2017
“MARIO COBO BARONA ”

PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIONAL DATA:
Teacher: Lcda. Mery Altamirano Area/Subject : English Grade/Course: 10TH EGB Class: A-B-C
Students will learn how to:
*Talk about hobbies and leisure activities.
*Express agreement or disagreement about
“HOBBIES, LEISURE AND Unit Specific controversial topics.
Unit Number : “3” Unit title:
ENTERTAINMENT” Objectives: *Talk about rules, express advice and
emphatic opinions.
*Determine main ideas, supporting infor-
mation and examples in a reading.
2. UNIT PLAN
SKILLS AND PERFORMACE CRITERIA TO BE DEVELOPED KEY PERFORMANCE INDICATORS
Hobbies and Entertainment - Leisure Activities - Commitment in Leisure Listening
*Identify words and expressions used in a slower, yet natural colloquial style, by native
Activities - Feeling Alive.
speakers and non-native speakers within the personal and educational domain.
*Understand phrases and expressions related to areas of most immediate priority within the
personal and educational domains (e.g. daily life, free time, school, etc.), provided speech is
Vocabulary: looking up new words in the dictionary.
clearly and slowly articulated.
Reading: using dictionaries. *Within the personal and educational domain, deduce the meanings of unfamiliar phrases and
words from a context containing familiar elements.
*In their own speech, recognize some of the principal meaningful contrasts in utterances
carried by stress placement and intonation.
*Catch the main idea in short, clear, more complex texts within the personal and educational
domain (e.g. weather forecast, school timetables, etc.).
*Understand and identify the main discussion topic within the personal and educational
domain provided that they are conducted slowly and clearly.
*Identify the main idea of recorded news and interviews reporting on seasonal festivals,
environmental issues, food and international customs, climate, weather, etc.
*Identify the main points of television news reporting seasonal festivals, environmental issues,
climate, weather, etc., where the visuals support the commentary—provided technological
resources are available.

Reading
*Deduce the meaning of complex words composed of elements (bases and affixes) which are
familiar to the learners in transactional and expository texts.
*Correctly interpret the meanings of international words (e.g. DVD, phone, hotel, taxi, etc.)
familiar from the learner’s native language and whose equivalent meaning is fully transparent
in the text types used for this level.
*Find specific predictable information in longer transactional and expository material (e.g.
formal letters, biographies, etc.) than those presented in the 9th year EGB.
*Make use of clues such as titles, illustrations, paragraphing, etc., to identify and understand
relevant information in written texts types that correspond to the level.
*Understand short descriptions and media articles when expressed in simple language.
Speaking
Production
*Use new words and expressions which occur in conversations in the personal and educational
domains, and make use of such terms and expressions whenever appropriate/necessary.
*Use simple descriptive language to compare and make brief statements about objects and
possessions.
*Give short, basic descriptions of everyday events and activities within the personal and
educational domains (e.g. their family, living conditions, and educational background).
*Describe plans and arrangements, habits and routines, past activities, and experiences within
the personal and educational domains.
*Give a short, rehearsed presentation on a topic pertinent to their everyday life within the
corresponding domains.
*Understand clear, standard speech on familiar matters within the personal and educational
domains, provided they can ask for repetition or reformulation from time to time.
Interaction
*Deal with practical everyday demands within the personal and educational domains without
undue effort:
- Meeting people (and if strangers, making their acquaintance).
- Asking and answering questions about habits, routines, hobbies and past activities, and
experiences at home or at school.
- Exchanging information, feelings, wishes, and concerning matters of common interest,
particularly those relating to personal life, living conditions, leisure, educational activities and
interests, etc.).
- Proposing plans/arranging a course of action and briefly giving reasons and explanations (e.g.
what to do, where to go, when to meet, etc.).
 - Extending invitations and reacting to being invited.
*Interact with reasonable ease in structured situations (e.g. an interview) and short
conversations within the corresponding domains, provided they are addressed clearly, slowly,
and directly.
*Answer straightforward follow-up questions within the personal and educational domains
provided they can ask for clarification occasionally and are given some help to express what
they want.
*When addressed directly in a formal meeting, say what they think about issues within the
personal and educational domains, provided they can ask for repetition of key points if
necessary.
*Follow changes of topic in formal discussion, within the corresponding domains.
*Speech is clear enough to be understood despite a noticeable foreign accent, but
conversational partners will need to ask for repetition from time to time.
Writing
*Write short words that are in their vocabulary with reasonable phonetic accuracy (but not
necessarily full standard spelling).
*Write longer descriptions about their family, living conditions, and educational background.
*Write a series of follow-up questions for an interview with the aid of a dictionary.
*Write short definitions for people, things, places, etc. by indicating their features or use.
*Write short descriptions of events, past activities and personal experiences.
*Write short, simple formal letters and imaginary biographies.
TRANSVERSAL AXES: Intercultural PERIODS: 5 INITIAL WEEK: July 19, 2016.

Evaluation activities/ Techniques

Methodological Strategies Resources Performance Indicators
Instruments
*Looking up new words in a dictionary Textbook Listening  Bring a list of ten hobbies that are
*Listens for specific information. common in people’s lives. Tell
to identify their meanings and learn English Teacher’s guide
*Follows a text transcript to identify specific words in students to rank them in order to
their pronunciation. Flash cards a recording. find the number one hobby in the
*Transfers information from a passage into a chart. class. You have to be ready to
*Looking words up in a dictionary. Speaker or CD player
*Follows speakers turn-taking in conversations. explain the general ideas about
*Using a dictionary to help figure out Flash memory Reading each hobby. Make sure you
*Uses vocabulary knowledge to aid reading emphasize the (noun + verb)
the meanings of new or difficult Laptop
comprehension. combination to give students
vocabulary. Worksheet *Determines main ideas and supporting information, exposure to the language they are
such as examples. going to learn in the lesson. You
*Associating idiomatic expressions to Data projector
*Uses the dictionary to find meanings of new words. may also work on a categorization
a particular context. Computing room *Identifies discourse markers that establish the of hobbies that are for children,
relationship among ideas in paragraphs. teenagers and adults.
Oral Expression  Ask students about the hobbies
*Asks and answers questions about people´s hobbies that are shown in each one of the
and leisure activities. pictures.
*Uses idiomatic expressions to talk about free time  Students are given grammar charts
activities. with sample sentences from the
Oral Interaction dialogs or the readings so that
*Gives a presentation about a hobby or favorite they are able to see that the
pastime. grammar is associated to language
Written samples that they listen to, read
*Writes a suggestion for a hobby, based on a and say.
student’s profile.  Ask students about the do’s and
don’ts of social networks. Write
their ideas on the board so that
you can review the use of the
imperative. Ask if they think it is
okay for parents to be involved in
these activities.
 Have students label the pictures.
Ask them what each word means.
 Tell students to unscramble the
sentences.
 Ask students about the
requirements for a person who is
looking for a job. For instance, you
may think of professions such as
watchmen, janitors, etc. Have
students think of job related
activities that are compulsory or
optional.
 Ask students what they consider as
important when taking up a new
hobby.
 Ask students what the title of the
reading suggests.
 Tell students to close their books
to listen to the reading. You can
ask them some general questions
 to try to see how much they
understood. You can tell students
to pay attention to the ideas
containing the vocabulary they
already learned.
 They must define the hobby and
describe it. They can also give
examples for clarification. In their
writing students also need to
decide whether their ideas are
advice, rules or obligations, in
order to use the corresponding
modal verb.
 Select one idiom and have
students give its corresponding
meaning.

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

PREPARED BY REVISED BY APPROVED BY

Teacher: Lcda. Mery Altamirano Area Director: Lic. Paulina Bonilla Vice- Principal: Mg. Flor Guillén
Signature: Signature: Signature:
Date: November 2016 Date: November 2016 Date: November 2016
 SCHOOL LOGO NAME OF THE SCHOOL: SCHOOL YEAR:
2016-2017

unidad educative Teresa flor”

PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIONAL DATA:
Teacher: Lcda. Mayra Cisneros Area/Subject : English Grade/Course: 10TH EGB Class: B-C
Students will learn how to:
*Talk about landmarks And compare them.
*Make comparisons in terms of superiority.
“THE WORLD IS THE LIMIT” Unit Specific *Write profiles.
Unit Number : “4 and 5” Unit title:
“JOBS AND OCCUPATIONS” Objectives: *Have an informal dialog making
comparisons.
*Listen for specific details.
*Talk about occupations and professions.
2. UNIT PLAN
SKILLS AND PERFORMACE CRITERIA TO BE DEVELOPED KEY PERFORMANCE INDICATORS
Amazing Facts around the World - Some Countries and their Records - Listening
*Identify words and expressions used in a slower, yet natural colloquial style, by native
The Guinness World records – Success.
speakers and non-native speakers within the personal and educational domain.
*Understand phrases and expressions related to areas of most immediate priority within the
personal and educational domains (e.g. daily life, free time, school, etc.), provided speech is
Vocabulary: making groups of words around a central concept.
clearly and slowly articulated.
Grammar: paying attention to adjectives that double their last *Within the personal and educational domain, deduce the meanings of unfamiliar phrases and
words from a context containing familiar elements.
consonant.
*In their own speech, recognize some of the principal meaningful contrasts in utterances
Reading: using graphic organizers to summarize information. carried by stress placement and intonation.
*Catch the main idea in short, clear, more complex texts within the personal and educational
•Identifying cognates.
domain (e.g. weather forecast, school timetables, etc.).
Listening: paying attention to words you know. *Understand and identify the main discussion topic within the personal and educational
domain provided that they are conducted slowly and clearly.
Speaking: keeping conversations going by using informal expressions
*Identify the main idea of recorded news and interviews reporting on seasonal festivals,
environmental issues, food and international customs, climate, weather, etc.
*Identify the main points of television news reporting seasonal festivals, environmental issues,
climate, weather, etc., where the visuals support the commentary—provided technological
resources are available.
Reading
*Deduce the meaning of complex words composed of elements (bases and affixes) which are
familiar to the learners in transactional and expository texts.
*Correctly interpret the meanings of international words (e.g. DVD, phone, hotel, taxi, etc.)
familiar from the learner’s native language and whose equivalent meaning is fully transparent
in the text types used for this level.
*Find specific predictable information in longer transactional and expository material (e.g.
formal letters, biographies, etc.) than those presented in the 9th year EGB.
*Make use of clues such as titles, illustrations, paragraphing, etc., to identify and understand
relevant information in written texts types that correspond to the level.
*Understand short descriptions and media articles when expressed in simple language.
Speaking
Production
*Use new words and expressions which occur in conversations in the personal and educational
domains, and make use of such terms and expressions whenever appropriate/necessary.
*Use simple descriptive language to compare and make brief statements about objects and
possessions.
*Give short, basic descriptions of everyday events and activities within the personal and
educational domains (e.g. their family, living conditions, and educational background).
*Describe plans and arrangements, habits and routines, past activities, and experiences within
the personal and educational domains.
*Give a short, rehearsed presentation on a topic pertinent to their everyday life within the
corresponding domains.
*Understand clear, standard speech on familiar matters within the personal and educational
domains, provided they can ask for repetition or reformulation from time to time.
Interaction
*Deal with practical everyday demands within the personal and educational domains without
undue effort:
- Meeting people (and if strangers, making their acquaintance).
- Asking and answering questions about habits, routines, hobbies and past activities, and
experiences at home or at school.
- Exchanging information, feelings, wishes, and concerning matters of common interest,
particularly those relating to personal life, living conditions, leisure, educational activities and
interests, etc.).
- Proposing plans/arranging a course of action and briefly giving reasons and explanations (e.g.
what to do, where to go, when to meet, etc.).
- Extending invitations and reacting to being invited.
*Interact with reasonable ease in structured situations (e.g. an interview) and short
conversations within the corresponding domains, provided they are addressed clearly, slowly,
 and directly.
*Answer straightforward follow-up questions within the personal and educational domains
provided they can ask for clarification occasionally and are given some help to express what
they want.
*When addressed directly in a formal meeting, say what they think about issues within the
personal and educational domains, provided they can ask for repetition of key points if
necessary.
*Follow changes of topic in formal discussion, within the corresponding domains.
*Speech is clear enough to be understood despite a noticeable foreign accent, but
conversational partners will need to ask for repetition from time to time.
Writing
*Write short words that are in their vocabulary with reasonable phonetic accuracy (but not
necessarily full standard spelling).
*Write longer descriptions about their family, living conditions, and educational background.
*Write a series of follow-up questions for an interview with the aid of a dictionary.
*Write short definitions for people, things, places, etc. by indicating their features or use.
*Write short descriptions of events, past activities and personal experiences.
*Write short, simple formal letters and imaginary biographies.

TRANSVERSAL AXES: Intercultural PERIODS: 5 INITIAL WEEK: June 10, 2017.

Evaluation activities/ Techniques

Methodological Strategies Resources Performance Indicators
Instruments

*Making lists of words about a Textbook Listening  You may start the unit by having
*Identifies specific details that describe places, students play a game to categorize
concept to help in vocabulary English Teacher’s guide
landmarks and countries around the world. words. Play STOP. Give them a grid
learning. Flash cards *Understands the development of a conversation with some categories in which you
based on turn-taking exchanges. include: a name, a country, a
*Paying attention to details by Speaker or CD player
*Transfers information to complete charts or specific mountain, a river and a color.
focusing on words the student already Flash memory texts. Students get points depending on
Reading the level of difficulty to find words
knows. Laptop
*Categorizes words based on specific criteria. associated. Tell students they will
*Paying attention to adjective Worksheet *Identifies cognates as a vocabulary aid in reading be given a letter, and that they
comprehension. have to look for a word in each
formation in superlative forms. Data projector
*Uses graphic organizers to summarize key category beginning with this
*Identifying cognates. Computing room information from a reading passage. particular letter. The first student
*Answers information questions to establish the to finish shouts STOP.
*Using graphic organizers to content of a reading.  Ask students about the things they
*Summarizes the contents of a paragraph. normally buy.
summarize key information.
Oral Expression  Have students write the 5
*Associating idioms to a particular *Asks and answers questions about places, landmarks continents on a piece of paper.
and people. Tell students that you are going to
context.
*Creates dialogs based on language prompts. read out the names of some
*Uses idiomatic expressions to talk about everyday countries and they have to classify
topics. them according to their
Oral Interaction continents.
*Asks and answers questions about general  Have students locate the countries
knowledge topics. on the map. Ask them if they know
*Recombines language elements to create new ideas what these countries are famous
and dialogs. for.
Written  Tell students that they will listen
*Writes a profile of a celebrity from the sports world. about some countries and records
they have. You may have students
read the ideas and predict the
answers. Draw students’ attention
to the Listening Strategy and ask
them to explain it to you. Explain
the idea of listening for details by
focusing on words they know
(which was the purpose of
presenting vocabulary first).
 Bring sample pictures or show
students photos online of people
who have won Guinness World
Records. Ask students if they know
what these people are famous for.
Listen to their ideas and write
them on the board. Provide new
vocabulary so that the formulation
of ideas is successful.
 Tell students to read the text
below very quickly and complete
the chart. Then have they read the
Reading Strategy and write true or
false in the third column according
 to what they think.
 Ask students about any world
record they would like to have.
You can give them ideas about
daily activities like: walking,
jogging or playing games.
 Tell students that they are going to
write a letter to the team of judges
for a record they have or intend to
make. Students need to write a
draft version or an outline of their
ideas. Then they can go to the text
and complete the letter.
 Bring pictures of famous athletes
or even celebrities. Motivate
students to talk about each one of
them.
 Tell students to go to the dialogs
and complete them using the
idioms. Then have them role-play
the short conversations.

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

PREPARED BY REVISED BY APPROVED BY

Teacher: Lcda. Mayra Cisneros Area Director: Lic. Rebeca Ballesteros Vice- Principal: Mg. Silvia Chimborazo
Signature: Signature: Signature:
Date: July, 2017 Date: July, 2017 Date: July, 2017
 SCHOOL LOGO NAME OF THE SCHOOL: SCHOOL YEAR:
2016-2017
“MARIO COBO BARONA ”

PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIONAL DATA:
Teacher: Lcda. Mery Altamirano Area/Subject : English Grade/Course: 10TH EGB Class: A-B-C
Students will learn how to:
*Talk about occupations and professions.
*Make predictions and plans regarding
Unit Specific
Unit Number : “5” Unit title: “JOBS AND OCCUPATIONS” career choices.
Objectives:
*Read graphs and tables to help your
reading comprehension.
*Write a career prospect.
2. UNIT PLAN
SKILLS AND PERFORMACE CRITERIA TO BE DEVELOPED KEY PERFORMANCE INDICATORS
Odd Jobs and Occupations - Career Choices of the future - Career Listening
*Identify words and expressions used in a slower, yet natural colloquial style, by native
Choices in the Job market - Creative Thinking.
speakers and non-native speakers within the personal and educational domain.
*Understand phrases and expressions related to areas of most immediate priority within the
personal and educational domains (e.g. daily life, free time, school, etc.), provided speech is
Vocabulary: discriminating word parts to find the meaning of a
clearly and slowly articulated.
compound word. *Within the personal and educational domain, deduce the meanings of unfamiliar phrases and
words from a context containing familiar elements.
Reading: transferring information from graphs and texts to aid
*In their own speech, recognize some of the principal meaningful contrasts in utterances
comprehension. carried by stress placement and intonation.
*Catch the main idea in short, clear, more complex texts within the personal and educational
Speaking: building conversations using sets of ideas or formulaic
domain (e.g. weather forecast, school timetables, etc.).
expressions as cues. *Understand and identify the main discussion topic within the personal and educational
domain provided that they are conducted slowly and clearly.
Writing: developing texts following key concepts or ideas to focus the
*Identify the main idea of recorded news and interviews reporting on seasonal festivals,
content of the message. environmental issues, food and international customs, climate, weather, etc.
*Identify the main points of television news reporting seasonal festivals, environmental issues,
climate, weather, etc., where the visuals support the commentary—provided technological
resources are available.

Reading
*Deduce the meaning of complex words composed of elements (bases and affixes) which are
familiar to the learners in transactional and expository texts.
*Correctly interpret the meanings of international words (e.g. DVD, phone, hotel, taxi, etc.)
familiar from the learner’s native language and whose equivalent meaning is fully transparent
in the text types used for this level.
*Find specific predictable information in longer transactional and expository material (e.g.
formal letters, biographies, etc.) than those presented in the 9th year EGB.
*Make use of clues such as titles, illustrations, paragraphing, etc., to identify and understand
relevant information in written texts types that correspond to the level.
*Understand short descriptions and media articles when expressed in simple language.
Speaking
Production
*Use new words and expressions which occur in conversations in the personal and educational
domains, and make use of such terms and expressions whenever appropriate/necessary.
*Use simple descriptive language to compare and make brief statements about objects and
possessions.
*Give short, basic descriptions of everyday events and activities within the personal and
educational domains (e.g. their family, living conditions, and educational background).
*Describe plans and arrangements, habits and routines, past activities, and experiences within
the personal and educational domains.
*Give a short, rehearsed presentation on a topic pertinent to their everyday life within the
corresponding domains.
*Understand clear, standard speech on familiar matters within the personal and educational
domains, provided they can ask for repetition or reformulation from time to time.
Interaction
*Deal with practical everyday demands within the personal and educational domains without
undue effort:
- Meeting people (and if strangers, making their acquaintance).
- Asking and answering questions about habits, routines, hobbies and past activities, and
experiences at home or at school.
- Exchanging information, feelings, wishes, and concerning matters of common interest,
particularly those relating to personal life, living conditions, leisure, educational activities and
interests, etc.).
 - Proposing plans/arranging a course of action and briefly giving reasons and explanations (e.g.
what to do, where to go, when to meet, etc.).
- Extending invitations and reacting to being invited.
*Interact with reasonable ease in structured situations (e.g. an interview) and short
conversations within the corresponding domains, provided they are addressed clearly, slowly,
and directly.
*Answer straightforward follow-up questions within the personal and educational domains
provided they can ask for clarification occasionally and are given some help to express what
they want.
*When addressed directly in a formal meeting, say what they think about issues within the
personal and educational domains, provided they can ask for repetition of key points if
necessary.
*Follow changes of topic in formal discussion, within the corresponding domains.
*Speech is clear enough to be understood despite a noticeable foreign accent, but
conversational partners will need to ask for repetition from time to time.
Writing
*Write short words that are in their vocabulary with reasonable phonetic accuracy (but not
necessarily full standard spelling).
*Write longer descriptions about their family, living conditions, and educational background.
*Write a series of follow-up questions for an interview with the aid of a dictionary.
*Write short definitions for people, things, places, etc. by indicating their features or use.
*Write short descriptions of events, past activities and personal experiences.
*Write short, simple formal letters and imaginary biographies.
TRANSVERSAL AXES: Intercultural PERIODS: 5 INITIAL WEEK: November 14, 2016.

Evaluation activities/ Techniques

Methodological Strategies Resources Performance Indicators
Instruments
*Identifying word parts to establish Textbook Listening  Give students a list of words
*Listens for specific information such as words, containing unusual occupations.
the meaning of a compound word. English Teacher’s guide
numbers or particular details. Ask them if they think they are
*Building conversations using sets of Flash cards *Follows conversations and provides specific real or just made up by the
information that completes dialogs. teacher. Have students determine
ideas or formulaic expressions as Speaker or CD player
Reading what the people who have those
cues. Flash memory *Predicts the content of a reading by working on occupations do. Ask students if
word association activities beforehand. they like any of those occupations.
*Using information from texts to Laptop
*Pays attention to words and/or expressions that  Tell students to look at the pictures
graphs and tables as an aid to Worksheet facilitate the reading of facts, numbers and statistics and describe them. Encourage
in texts. them to give complete ideas of the
understand texts.
*Associating idiomatic expressions to Data projector *Is able to use synonyms to facilitate reading images they are describing.
comprehension.  Ask them what they think these
a particular context. Computing room
*Reads graphs and tables to aid his or her reading people do. Refer them to the
comprehension processes. Vocabulary Strategy for them to
Oral Expression analyze each compound noun.
*Gives information about people´s jobs or  Have students complete the
occupations. exercise after they listen to the
*Describes jobs and occupations. conversation several times. Refer
*Uses idiomatic expressions to talk about everyday them to the Listening Strategy and
topics. have them explain to you what
Oral Interaction they understand by listening for
*Asks and answers questions about career choices detailed information.
and occupations.  Give students a list of professions.
*Uses formulaic expressions to keep the flow of a Tell them to pay attention to the
conversation. words. Decide with them if those
Written professions are real or not. If some
*Writes a career prospect. of them are not real, ask if they
could be real in the future and
what these professionals would
do.
 Tell students to read the dialog
and ask some preliminary
questions to see if they
understand.
 Have students listen to the dialog
for the first time and check their
comprehension.
 Ask students if they know or
remember from the last class what
a career orientation test is. If
possible show them a sample of
the questions in one of those
tests. You can also work with
students on an exercise in which
they have to categorize
professions or occupations into
areas. For example, give students
several professions to be
 categorized in the areas of health
and medical sciences, human
sciences or computer sciences.
 Tell students to listen first without
reading the text. Ask them what
they understand from the audio.
Then have them listen to the audio
and after the reading have them
complete the graphs and tables.
 Tell students to read the
information in the pie chart. Make
sure they can establish Jonathan
Burke´s skills. You may ask them
what Jonathan would be good at
in terms of possible career
choices. Write down their ideas on
the board and leave them handy
for the exercise that follows. You
may help them make some
predictions about Jonathan´s
career choices. You can also
suggest some possible alternatives
for plans.
 Have students read the inventor’s
profile. Check their understanding
by asking them some questions.
Point to the idioms and have
students guess their meanings by
using contextual information
 Ask students about the people in
the pictures. Provide them with
information about each person so
that students get ready for the
activity. Then have students solved
the exercise. You can discuss the
reasons for their answers since
they may argue for a particular
idiom to go with a specific
 personality.
3. ADAPTED CURRICULU M
Specification of Educational Needs Specifications of the adapted material to be applied

Teachers who work with students with special It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
needs learn how to identify teachers should only focus on those skills students have developed. Classroom strategies to be implemented
disabilities in order to design personalized plans include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
based on assessment results and intelligences; presenting information in multiple formats; using review games to make learning fun. Moreover, to get
empirical data. Thus, they should modify the the students attention could be very important if they are sitting down in places near the board.
objectives and indicators in
accordance with those results, and adapt the
corresponding activities.

PREPARED BY REVISED BY APPROVED BY

Teacher: Lcda. Mery Altamirano Area Director: Lic. Paulina Bonilla Vice- Principal: Mg. Flor Guillén
Signature: Signature: Signature:
Date: November 2016 Date: November 2016 Date: November 2016
 SCHOOL LOGO NAME OF THE SCHOOL: SCHOOL YEAR:
2016-2017
“MARIO COBO BARONA ”

PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIONAL DATA:
Teacher: Lcda. Mery Altamirano Area/Subject : English Grade/Course: 10TH EGB Class: A-B-C
Students will learn how to:
*talk about achievements.
*Describe people’s personal characteristics
Unit Specific
Unit Number : “6” Unit title: “LIFETIME ACHIEVEMENTS” and abilities.
Objectives:
*Use reference words to aid reading com-
prehension and achieve cohesion in writ-
ing.
2. UNIT PLAN
SKILLS AND PERFORMACE CRITERIA TO BE DEVELOPED KEY PERFORMANCE INDICATORS
Inspiring Young People - A Life of Achievements - Inspirational Lifelong Listening
*Identify words and expressions used in a slower, yet natural colloquial style, by native
Learners - Stories of Success.
speakers and non-native speakers within the personal and educational domain.
*Understand phrases and expressions related to areas of most immediate priority within the
personal and educational domains (e.g. daily life, free time, school, etc.), provided speech is
Vocabulary: associating words with pictures clearly and slowly articulated.
*Within the personal and educational domain, deduce the meanings of unfamiliar phrases and
Pronunciation: linking words to help people produce connected speech.
words from a context containing familiar elements.
Listening: *In their own speech, recognize some of the principal meaningful contrasts in utterances
carried by stress placement and intonation.
•Categorizing information to aid in comprehension.
*Catch the main idea in short, clear, more complex texts within the personal and educational
•Using charts to transfer information. domain (e.g. weather forecast, school timetables, etc.).
*Understand and identify the main discussion topic within the personal and educational
Reading: using reference words to keep track of ideas
domain provided that they are conducted slowly and clearly.
Writing: using reference words as cohesive devices in texts. *Identify the main idea of recorded news and interviews reporting on seasonal festivals,
environmental issues, food and international customs, climate, weather, etc.
*Identify the main points of television news reporting seasonal festivals, environmental issues,
climate, weather, etc., where the visuals support the commentary—provided technological
resources are available.

Reading
*Deduce the meaning of complex words composed of elements (bases and affixes) which are
familiar to the learners in transactional and expository texts.
*Correctly interpret the meanings of international words (e.g. DVD, phone, hotel, taxi, etc.)
familiar from the learner’s native language and whose equivalent meaning is fully transparent
in the text types used for this level.
*Find specific predictable information in longer transactional and expository material (e.g.
formal letters, biographies, etc.) than those presented in the 9th year EGB.
*Make use of clues such as titles, illustrations, paragraphing, etc., to identify and understand
relevant information in written texts types that correspond to the level.
*Understand short descriptions and media articles when expressed in simple language.
Speaking
Production
*Use new words and expressions which occur in conversations in the personal and educational
domains, and make use of such terms and expressions whenever appropriate/necessary.
*Use simple descriptive language to compare and make brief statements about objects and
possessions.
*Give short, basic descriptions of everyday events and activities within the personal and
educational domains (e.g. their family, living conditions, and educational background).
*Describe plans and arrangements, habits and routines, past activities, and experiences within
the personal and educational domains.
*Give a short, rehearsed presentation on a topic pertinent to their everyday life within the
corresponding domains.
 *Understand clear, standard speech on familiar matters within the personal and educational
domains, provided they can ask for repetition or reformulation from time to time.
Interaction
*Deal with practical everyday demands within the personal and educational domains without
undue effort:
- Meeting people (and if strangers, making their acquaintance).
- Asking and answering questions about habits, routines, hobbies and past activities, and
experiences at home or at school.
- Exchanging information, feelings, wishes, and concerning matters of common interest,
particularly those relating to personal life, living conditions, leisure, educational activities and
interests, etc.).
- Proposing plans/arranging a course of action and briefly giving reasons and explanations (e.g.
what to do, where to go, when to meet, etc.).
- Extending invitations and reacting to being invited.
*Interact with reasonable ease in structured situations (e.g. an interview) and short
conversations within the corresponding domains, provided they are addressed clearly, slowly,
and directly.
*Answer straightforward follow-up questions within the personal and educational domains
provided they can ask for clarification occasionally and are given some help to express what
they want.
*When addressed directly in a formal meeting, say what they think about issues within the
personal and educational domains, provided they can ask for repetition of key points if
necessary.
*Follow changes of topic in formal discussion, within the corresponding domains.
*Speech is clear enough to be understood despite a noticeable foreign accent, but
conversational partners will need to ask for repetition from time to time.
Writing
*Write short words that are in their vocabulary with reasonable phonetic accuracy (but not
necessarily full standard spelling).
*Write longer descriptions about their family, living conditions, and educational background.
*Write a series of follow-up questions for an interview with the aid of a dictionary.
*Write short definitions for people, things, places, etc. by indicating their features or use.
*Write short descriptions of events, past activities and personal experiences.
*Write short, simple formal letters and imaginary biographies.
TRANSVERSAL AXES: Intercultural PERIODS: 5 INITIAL WEEK: January 2, 2017.

Evaluation activities/ Techniques

Methodological Strategies Resources Performance Indicators
Instruments
*Associating images and words to Textbook Vocabulary: associating words with pictures  Have students describe the
Pronunciation: linking words to help people produce pictures from page 75. Ask them if
remember them better. English Teacher’s guide
connected speech. they feel they are similar or
*Transferring audio information on to Flash cards different to the teenagers in the
Listening:
pictures.
a chart. Speaker or CD player •Categorizing information to aid in comprehension.  Tell students to listen to the audio
*Establishing patterns between the Flash memory •Using charts to transfer information. to catch the general gist of it. Ask
Reading: using reference words to keep track of ideas them to give you the general ideas
endings of some irregular verbs in Laptop
Writing: using reference words as cohesive devices in they understood. Tell them to
their past and past participle forms. Worksheet texts. write down the names of the
teenagers in the pictures.
*Using reference words to keep track Data projector
 Before students listen to the
of ideas in a text. Computing room narration, refer them to the
Listening Strategy. Have them
*Associating idiomatic expressions to
explain what they understand by it
a particular context. and have them tell you as many
details from the pictures as they
can. Once you have established
what these teenagers are like,
have them guess which picture
and description might go with
each person.
 Refer students to the Listening
Strategy. Ask them what they
understand by transferring
information to specific charts or
graphs. Explain to them that
usually they do not need to
understand absolutely everything
from a lecture or an audio; they
just need to pay attention to
content words that usually carry
the most important information.
Have students complete the
exercise after they listen to the
conversation several times, if
possible, by first writing the
isolated words in the columns, and
 then working on the sentences
below the chart, so that they
correct them based on the
listening.
 Have students read the title of the
lesson and tell you what they
understand by it.
 Students look at the verb list and
complete it. Review the regular
past tense ending and irregular
verbs. Tell students to notice that
even the irregular verbs may have
regularities, like the verbs in the
pronunciation box.
 Ask students what they know
about Selena Gómez. Have them
read the paragraph silently. Ask
them to complete the exercise and
then listen to confirm. Have one
or two students rephrase the
content of the exercise. You can
ask them to think of somebody
they know and have them
describe his/her life. Encourage
them to use the verbs in the
paragraph to build their
descriptions. For example, they
can think of people such as Justin
Bibber or the Jonas Brothers.
 Ask students if they understand
the phrase: “inspirational lifelong
learners“. Work word by word with
them so that they understand the
phrase.
 Tell students to skim the text first.
Then have them establish of the
famous person being talked about
in each paragraph. Have students
 read the text out loud. Check their
understanding by establishing
what each one of the celebrities is
or was like.
 Students will write their
paragraphs following some
examples about the use of
reference words and tenses.
 Have students guess the meanings
of the idioms for this particular
unit. Guide their answers based
on the appropriateness of their
ideas.
 Have students listen to the
conversation and follow it in the
book. Ask them some questions to
check comprehension, based on
the dialog. Make sure they get the
idea of the idioms based on the
context.
 Have students read the sentences.
Ask them the most appropriate
idiom to use. You can expand on
this idea by having them use the
idioms to develop a particular
situation, like having people go to
Mars or having exams tomorrow.
3. ADAPTED CURRICULU M
Specification of Educational Needs Specifications of the adapted material to be applied

Teachers who work with students with special It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
needs learn how to identify teachers should only focus on those skills students have developed. Classroom strategies to be implemented
disabilities in order to design personalized plans include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
based on assessment results and intelligences; presenting information in multiple formats; using review games to make learning fun. Moreover, to get
empirical data. Thus, they should modify the the students attention could be very important if they are sitting down in places near the board.
objectives and indicators in
accordance with those results, and adapt the
corresponding activities.
 PREPARED BY REVISED BY APPROVED BY
Teacher: Lcda. Mery Altamirano Area Director: Lic. Paulina Bonilla Vice- Principal: Mg. Flor Guillén
Signature: Signature: Signature:
Date: November 2016 Date: November 2016 Date: November2016