UNIDAD EDUCATIVA PARTICULAR PAULO FREIRE 2023-2024

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Lcdo. MIGUEL PLAZA Area: Foreign EFL: English as a Grade/Course: 10th Grade Class: 10th grade A
language foreign language

Unit number: 4 TEXTBOOK: Keep it Real Unit Specific Objectives:

A2  O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-
Unit Title: Consumer appropriate critical analysis of familiar subjects and contexts.
society  O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
 O.EFL 4.3 Independently read A2.1 level text in English as a source of entertainment and interpersonal and
intrapersonal interaction.
 O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote
autonomous learning and decision making.
 O.EFL 4.5 Introduce the need for independent research as a daily activity by using electronic resources (ICT)
in class while practicing appropriate competences in the four skills.
 O.EFL 4.6 Write short descriptive and informative texts related to personal information or familiar topics and
use them as a means of communication and written expression of thought.
 O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic strips, short
magazine articles and oral interviews on familiar subjects in order to inspire oral and written production at
an A2.1 level.
 O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a
range of local, national and global contexts familiar to the learner.
 O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in English using high-
frequency and level-appropriate expressions in order to reach an effective command of spoken language.
TRANSVERSAL Solidarity, justice, innovation PERIODS: 108 STARTING WEEK: January 22nd
AXES

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
EFL 4.1.4: Demonstrate mindfulness, empathy, tolerance and an overall respect for I.EFL.4.5.1. Learners can appreciate and show respect for individual and group
the integrity of cultures in daily classroom activities. differences by establishing and maintaining healthy and rewarding online and face-to-
face interactions. Learners can communicate and cooperate in a respectful,
empathetic manner. (J.3, S.1, S.4)
CE.EFL.4.5. Display an appreciation of and demonstrate respect for individual and
group differences by establishing and maintaining healthy and rewarding relationships
based on communication and cooperation.
EFL 4.2.2: Use a series of phrases and sentences to describe aspects of personal I.EFL.4.8.1. Learners can communicate personal information and basic immediate
background, immediate environment and matters of immediate need in simple needs and deal with other practical everyday demands in familiar contexts, effectively
terms using grammatical structures learnt in class (although there may be frequent and without undue effort and using grammatical structures and vocabulary seen in
errors with tenses, personal pronouns, prepositions, etc.) class (although there may be frequent, basic errors). (I.1, I.2, I.3, S.1)
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and
information clearly and in simple terms, using grammatical structures learned in class
(although there may be frequent errors), effectively and without undue effort.
Demonstrate an ability to make appropriate use of new words and expressions in
social interactions.
EFL 4.2.8: Follow main ideas in topics covered in other curricular subjects with the I.EFL.4.6.1. Learners can grasp the general meaning of spoken texts set in familiar
help of visual support, using concepts and vocabulary that have been studied in everyday contexts and infer changes in the topic of discussion, as well as deduce the
advance. meanings of unfamiliar words and exchanges through the use of context clues,
provided speech is given slowly and clearly and there is sufficient visual support. (I.3,
S.1, J.4)
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken
texts set in familiar everyday contexts, provided speech is clear and articulate, and
deduce the meanings of unfamiliar words and phrases using context clues and/or
prior knowledge.
EFL 4.2.14: Ask and answer straightforward follow-up questions within familiar contexts, I.EFL.4.10.1. Learners can effectively participate in familiar and predictable everyday
such as school and family life, provided there are opportunities to ask for clarification, conversational exchanges in order to complete a task, satisfy a need or handle a
reformulation or repetition of key points. simple transaction, using a range of repair strategies. (Example: asking for
clarification, etc.) (I.3, J.3, J.4)
CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in familiar and
predictable conversational exchanges by asking and answering follow-up questions,
provided there are opportunities to use repair strategies (e.g. asking for clarification)
and sustain conversational exchanges in pairs to complete a task, satisfy a need or
handle a simple transaction.
EFL 4.3.5: Use everyday reference material in order to select information I.EFL.4.12.1. Learners can employ a range of reference materials and sources, both
appropriate to the purpose of an inquiry and relate ideas from one written source to online and in print, in order to support ideas, answer inquiries, find relationships and
another. relate ideas between different subject areas. (I.1, I.2, J.2)
CE.EFL.4.12. Use a range of reference materials and sources, both online and in print,
in order to support ideas, answer inquiries, find relationships and relate ideas
between different subject areas.
EFL 4.4.2: Make and use a simple print or digital learning resource to compare and I.EFL.4.16.1. Learners can use and make simple learning resources, both online and in
contrast information in order to demonstrate understanding and command of a print, in order to compare and contrast information. Learners can choose appropriate
topic. resources and critically evaluate the information in these resources, according to the
value, purpose and audience of each. (I.1, I.3, I.4, J.2, J.4)
 CE.EFL.4.16. Make use of simple learning resources, including those created by one’s
self, in order to compare and contrast information, and choose appropriate resources
according to the value, purpose and audience of each.
EFL 4.5.10: Collaboratively produce criteria for evaluating literary texts and the I.EFL.4.21.1. Learners can evaluate and recommend literary texts (both written and
effectiveness of group work. oral, online, in video or in print) according to pre-established criteria. Learners can
work in collaborative groups to write their own criteria for evaluating literary texts
and the effectiveness of group work. (I.4, S.3, S.4, J.3)
CE.EFL.4.21. Use pre-established criteria, including that which is written by learners
collaboratively, in order to evaluate and recommend literary texts (written, online,
oral, in video, etc.) and the effectiveness of group work.
Week 1: January 2nd
LESSON: Vocabulary: Vocabulary: Containers
METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 4.1 Student performance: Questions about
Ask students questions about their favorite food. In pairs, students have two procedure, student notebook, graphic
minutes to write down as many words for food as they can. Bring ideas together. Workbook p. 32 organizers.
Development:
1. Audio 4.1. Read the example answer. In pairs, students match the words to Student book p. 39 and p. 130
the pictures. Play the audio for them to listen and check their answers.
2. Students write down all the possible answers. In pairs, students think of RLP Platform
containers for the products. Check answers. 1. Vlog
3. In pairs, students think of more products for the containers. Check answers
and see which pair has the longest list for each container.
RLP Vlog: Watch a vlogger talking about recycling containers to help the
environment.
Wrap up:
Students brainstorm food, drink, and other things to take on a camping trip.
WB p. 32. Set these exercises for homework.

LESSON: Reading: Films or books?

METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 1.2 Student performance: Questions about
Ask students questions about books and films they like; they’ve read or watched. procedure, student notebook, graphic
Development: Workbook p. 7 organizers.
 1. Audio 1.2. Teach students how to understand different opinions in a forum. Student book p. 10
Students listen to the audio, copy the table, complete it and check.
2. Students read the forum and answer the questions. Check answers with the RLP Platform
class and elicit the part of the text which confirms each answer.
3. Students work in pairs to work out the meanings of the blue words before
completing the sentences. Check answers with the class.
4. Read the questions and elicit opinions from the forum. Students work in
groups and compare their own opinions, then share with the class.
Wrap up:
As a homework, students find out who wrote The Lord of the Rings, how many
books there are, and how long did it take the author to write the first book.
WB p. 7. Set these exercises for homework.

LESSON: Reading: Love food, hate waste!

METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 4.2 Student performance: Questions about
Ask students questions about the food and waste. Elicit a few ideas from the class. procedure, student notebook, graphic
Development: Workbook p. 33 organizers.
1. Teach students how to use pictures to help them understand a text. Elicit
what the text is about and discuss with the class. Student book p. 40
2. Audio 4.2. Students read and listen to Ella’s food diary. Read the questions.
Play the audio for students to read and listen. Check answers with the class. 1. RLP Platform
3. Students read the diary again and answer the questions, then compare their
answers in pairs. Check answers with the class.
4. In pairs, students decide which word in each group is odd one out and why,
then write a similar group of words. Check the answers with the class.
5. In pairs, students discuss the questions and note down three examples of
ways in which they waste food, and three ideas for how not to do it.
Wrap up:
6. As a homework, students find out how to use a bowl of water to know if an
egg is good or bad to eat.
WB p. 33. Set these exercises for homework.

Week 2: January 9th

LESSON: Grammar: Present continuous: affirmative and negative
METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 4.3 Student performance: Questions about
RLP Grammar animation: Watch an animated presentation of the grammar in Audio 4.4 procedure, student notebook, graphic
context called Lest make some cupcakes! Audio 4.5 organizers.
Development:
1. Explain countable and uncountable nouns, and the grammar box about Workbook p. 34
quantifiers. In pairs, students copy and complete the rules. Check concept.
2. Students read the sentences and choose the correct words to complete Student book p. 41 and p. 130
them. Check answers with the class.
3. Audio 4.3. Play audio for students to listen and hear how “a” is pronounced. RLP Platform
Model pronunciation of each vowel sounds in isolation. Grammar animation
4. Audio 4.4. Students copy the four columns and in pairs put the words in the
correct columns. Play the audio for them to listen, check and repeat.
5. Audio 4.5. Students read the interview, then complete it with the correct
words and compare answers in pairs. Check answers with the class.
6. In groups, students design a poster for their school. Brainstorm ideas first,
then make students present their posters to the class.
Wrap up:
Students write sentences about what is in their fridge.
WB p. 34. Set these exercises for homework.

LESSON: Vocabulary and Listening: Are you good with money? Money verbs
METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 4.6 Student performance: Questions about
With books closed, students discuss what they’ll do with a certain amount of money. Audio 4.7 procedure, student notebook, graphic
Ask pairs in turn to tell the class their ideas. organizers.
Development: Workbook p. 35
1. Audio 4.6. Focus on the pictures. In pairs, students match the sentences
with the pictures. Play audio for students to listen and check the answers. Student book p. 42 and p. 130
2. Students ask and answer the questions in pairs, then note down six ways in
which they are similar and different and share ideas with the class. 1. RLP Platform
3. Audio 4.7. Students listen a radio program about teenagers’ money. Read
the questions and play the audio for students to answer. Check.
4. Audio 4.7. Students learn how to listen for different ideas in a radio
program. Play the audio for students to listen and answer. Check.
Wrap up:
5. In pairs, students discuss which of the ideas in Exercise 4 they do and think
of more tips, then share ideas with the class.
WB p. 35. Set these exercises for homework.

Week 3: January 15th

LESSON: Grammar: Comparatives and superlatives, (not) as…as
METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Workbook p. 36 Student performance: Questions about
RLP Grammar animation: Watch the animated presentation of the grammar in procedure, student notebook, graphic
context called The best game at the event! Student book p. 43 and p. 130 organizers.
Development:
1. Explain the grammar box about superlatives and comparatives. Students RLP Platform
copy and complete it. Check answers and ask questions to check concept. Grammar animation
2. Students choose the correct answers in the sentences. Check answers.
3. Read the grammar examples, then read out the rules and elicit the correct
words to complete them. Ask questions to check concept.
4. In pairs, students complete the second sentences. Check answers.
5. Students read the text and complete it with the correct form of the
adjectives, then compare their answers in pairs. Check with the class.
6. In pairs, students answer the questions, list three advantages and three
disadvantages of shopping malls, then discuss their own preferences.
7. Three students read the example dialogue. In small groups, students discuss
the topics in the box.
Wrap up:
Students write sentences comparing famous people.
WB p. 36. Set these exercises for homework.

LESSON: Reading and Listening: Keep talking! Too much choice?

METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 4.8 Student performance: Questions about
Ask students questions about gadgets. Elicit examples and ideas from the class. Audio 4.9 procedure, student notebook, graphic
Development: organizers.
Student book p. 44
 1. Students look at the webpage and decide what sort of text it is, then
compare answers in pairs giving reasons. Check answers. 1. RLP Platform
2. Students read the webpage again and answer the questions. Check answers
with the class, eliciting the parts that confirm each answer.
3. In pairs, students look at the words in blue and answer the questions.
Discuss the answers as a class.
4. Audio 4.8. Read out the task. Play the audio for students to listen and
answer the question. Check answers with the class.
5. Audio 4.8. Students copy the table and discuss in pairs what kind of
information they need for each gap. Play audio for them to check.
Wrap up:
Students think of some adverts for products they have seen on TV or online. In pairs,
they complete the table with details about the products.

Week 4: January 22nd

LESSON: Reading and Listening: Keep talking! Too much choice?
METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 4.8 Student performance: Questions about
Ask students questions about gadgets. Elicit examples and ideas from the class. Audio 4.9 procedure, student notebook, graphic
Development: organizers.
6. Students look at the webpage and decide what sort of text it is, then Student book p. 44
compare answers in pairs giving reasons. Check answers.
7. Students read the webpage again and answer the questions. Check answers 1. RLP Platform
with the class, eliciting the parts that confirm each answer.
8. In pairs, students look at the words in blue and answer the questions.
Discuss the answers as a class.
9. Audio 4.8. Read out the task. Play the audio for students to listen and
answer the question. Check answers with the class.
10. Audio 4.8. Students copy the table and discuss in pairs what kind of
information they need for each gap. Play audio for them to check.
Wrap up:
Students think of some adverts for products they have seen on TV or online. In pairs,
they complete the table with details about the products.

LESSON: Speaking: Comparing products

METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 4.9 Student performance: Questions about
1. Audio 4.9. Students listen to a conversation about one of the products from Audio 4.10 procedure, student notebook, graphic
the webpage on page 44, then answer the questions with books closed. Audio 4.11 organizers.
Development:
2. Audio 4.10. Focus on the Useful language box. Play the audio for students to Workbook p. 37
listen to the phrases. Ask questions to check concept.
3. Audio 4.11. Students copy the dialogue and complete it with the correct Student book p. 45 and p. 130
words. Play the audio for students to listen and check their answers.
4. Students follow the steps in the Speaking plan (prepare, speak, and reflect) RLP Platform
to practice comparing two different products. Keep moving!
Wrap up:
RLP Keep moving! Language revision and consolidation game for use in digital
classrooms. Players control different characters.
Students think of their favorite gadget at home and write sentences about it. Then
another student tries to guess the name of the gadget.
WB p. 37. Set these exercises for homework.
Unit number: 5 TEXTBOOK: Keep it Real Unit Specific Objectives:
A2  O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-
Unit Title: I’m only human appropriate critical analysis of familiar subjects and contexts.
 O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
 O.EFL 4.3 Independently read A2.1 level text in English as a source of entertainment and interpersonal and
intrapersonal interaction.
 O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote
autonomous learning and decision making.
 O.EFL 4.5 Introduce the need for independent research as a daily activity by using electronic resources (ICT)
in class while practicing appropriate competences in the four skills.
 O.EFL 4.6 Write short descriptive and informative texts related to personal information or familiar topics and
use them as a means of communication and written expression of thought.
 O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic strips, short
magazine articles and oral interviews on familiar subjects in order to inspire oral and written production at
an A2.1 level.
 O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a
range of local, national and global contexts familiar to the learner.
 O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in English using high-
frequency and level-appropriate expressions in order to reach an effective command of spoken language.
TRANSVERSAL Solidarity, justice, innovation PERIODS: STARTING WEEK: January 29th
AXES

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
EFL 4.1.8: Use suitable vocabulary, expressions, language and interaction styles for I.EFL.4.4.1. Learners can demonstrate an ability to give and ask for information and
formal and informal social or academic situations in order to communicate specific assistance using level-appropriate language and interaction styles in online or face-to-
intentions in online and face-to face interactions. (Example: thanking, making promises, face social and classroom interactions. (J.2, J.3, J.4, I.3)
apologizing, asking permission, chatting with friends, answering in class, greeting an CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance
authority figure, etc.) using appropriate language and interaction styles in a variety of social interactions.
EFL 4.2.12: Describe habits, routines, past activities and experiences within the personal I.EFL.4.9.1. Learners can use simple language to describe, compare and state facts
and educational domains. about familiar everyday topics such as possessions, classroom objects and routines in
short, structured situations, interacting with relative ease. (I.3, I.4, S.4)
CE.EFL.4.9. Production – Fluency: Use simple language to describe, compare and make
statements about familiar everyday topics such as objects, possessions and routines in
structured situations and short conversations. Interaction is with reasonable ease,
provided speech is given clearly, slowly and directly.
I.EFL.4.8.1. Learners can communicate personal information and basic immediate
needs and deal with other practical everyday demands in familiar contexts, effectively
EFL 4.2.15: Deal with practical, everyday communication demands within familiar and without undue effort and using grammatical structures and vocabulary seen in
contexts, effectively and without undue effort. (Example: meeting people, extending class (although there may be frequent, basic errors). (I.1, I.2, I.3, S.1)
and accepting invitations, exchanging information, giving reasons, asking and answering CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and
questions about routines and preferences, etc.) information clearly and in simple terms, using grammatical structures learned in class
(although there may be frequent errors), effectively and without undue effort.
Demonstrate an ability to make appropriate use of new words and expressions in
social interactions.
EFL 4.3.1: Understand main points in short simple texts on familiar subjects. I.EFL.4.11.1. Learners can understand main ideas and some details in short simple
(Example: news about sports or famous people, descriptions, etc.) online or print texts on familiar subjects, using contextual clues to help identify the
most relevant information. (Example: title, illustrations, organization, etc.) (I.2, I.4)
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short
simple texts on familiar subjects, making use of contextual clues to identify relevant
information in a text.
EFL 4.3.4: Find the most important information in print or online sources in order to I.EFL.4.12.1. Learners can employ a range of reference materials and sources, both
support an idea or argument. (Example: Internet search engines, online advertising, online and in print, in order to support ideas, answer inquiries, find relationships and
online or print timetables, web pages, posters, adverts, catalogues, etc.) relate ideas between different subject areas. (I.1, I.2, J.2)
CE.EFL.4.12. Use a range of reference materials and sources, both online and in print,
in order to support ideas, answer inquiries, find relationships and relate ideas
between different subject areas.
EFL 4.4.3: Critically evaluate information from references, including those found on I.EFL.4.16.1. Learners can use and make simple learning resources, both online and in
the web, and recommend print and digital sources to other learners. print, in order to compare and contrast information. Learners can choose appropriate
resources and critically evaluate the information in these resources, according to the
value, purpose and audience of each. (I.1, I.3, I.4, J.2, J.4)
CE.EFL.4.16. Make use of simple learning resources, including those created by one’s
self, in order to compare and contrast information, and choose appropriate resources
according to the value, purpose and audience of each.
EFL 4.5.9: Engage in collaborative activities through a variety of student groupings to I.EFL.4.22.1. Learners can collaborate and participate effectively in a variety of student
create and respond to literature and other literary texts. (Example: small groups, groupings by employing a wide range of creative thinking skills through the
cooperative learning groups, literature circles, process writing groups, etc.) completion of activities such as playing games, brainstorming and problem solving.
(S.2, S.4, J.1, J.2, J.3, J.4)
CE.EFL.4.22. Show the ability to work collaboratively and to participate effectively in a
variety of student groupings by employing a wide range of creative thinking skills
through the completion of activities such as playing games, brainstorming and
problem solving.
Week 5: January 29th
LESSON: Vocabulary: The human body
 METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 5.1 Student performance: Questions about
Ask students questions and elicit as many words for parts of the body as you can. Audio 5.2 procedure, student notebook, graphic
Development: organizers.
1. Audio 5.1. In pairs, students match the words to the picture. Play audio for Workbook p. 40
students to listen, check their answers and repeat the words.
2. Students copy the table and complete it with the correct words. Student book p. 49 and p. 131
3. Audio 5.2. Students complete the facts about the human body with the
correct numbers. Play audio for students to listen and check. RLP Platform
4. In pairs, students read the sentences and guess the parts of the body, then 1. Vlog
create their own sentences. Check these with the class.
RLP Vlog: Watch vlogger Michelle talking about starting to exercise again.
Wrap up:
Students invent a strange-looking alien. They draw a picture and write sentences
describing it.
WB p. 40. Set these exercises for homework.

LESSON: Reading: Humans of the future

METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 5.3 Student performance: Questions about
Ask students questions about evolution. Elicit a few ideas, but don’t confirm them. procedure, student notebook, graphic
Development: Workbook p. 41 organizers.
1. Read through the predictions with the class. In pairs, students discuss which
predictions they think will happen. Student book p. 50
2. Audio 5.3. Students read and listen to an article about humans in the future.
Check with the class which predictions are mentioned. Check answers. RLP Platform
3. Teach students how to work out the meaning of new words. In pairs,
students find the remaining words and work out the meanings. Check.
4. Read the task. Students copy the table and complete it with the missing
words, then compare answers in pairs. Check with the class.
5. As a class, brainstorm ways in which robots are replacing humans. In pairs,
students note down their ideas, then tell them to the class.
Wrap up:
6. As a homework, students find out how far is it from Earth to Mars and when
are the two planets closest to each other.
WB p. 41. Set these exercises for homework.

LESSON: Will and Won’t; may

METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Workbook p. 42 Student performance: Questions about
RLP Grammar animation: Watch an animated presentation of the grammar in procedure, student notebook, graphic
context called We’ll live forever in a computer! Student book p. 51 and p. 131 organizers.
Development:
1. Read the grammar box about will and won’t. Read out the rules and elicit RLP Platform
the answer. Ask questions to check concept. 1. Grammar animation
2. Students think if the predictions will come true or not, then write sentences.
In pairs, they compare their answers. Discuss ideas with the class.
3. Read the Look! box and elicit the difference between the sentences. Check.
4. Students read the sentences and choose the correct words to complete
them. Check answers with the class and explain answers.
5. Students put the words in order and write the questions in their notebooks.
Check answers with the class.
6. Students prepare their answers to the questions in Exercise 6, then students
ask and answer them in pairs. Discuss the questions as a class.
Wrap up:
Students write five more questions about the future, then write the answers.
WB p. 42. Set these exercises for homework.

Week 6: February 5th

LESSON: Vocabulary and Listening: If you don’t rest, you won’t get better; Health problems
METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 5.4 Student performance: Questions about
Mime some health problems, ask students, and elicit the answers. In pairs, students Audio 5.5 procedure, student notebook, graphic
write as many health problems as they can. Bring their ideas together on the board. Audio 5.6 organizers.
Development:
1. Audio 5.4. Students work in pairs to match the phrases with the pictures. Workbook p. 43
Play the audio for them to listen, repeat and check the answers.
2. Students copy the sentences into their notebooks and complete them with Student book p. 52 and p. 131
the correct health problems, then compare their answers in pairs. Check.
RLP Platform
 3. Read the example. In pairs, students discuss which of the health problems
they or their family have had, then they share their ideas with the class.
4. Audio 5.5. Teach students how to identify the relationship between
speakers in different situations. Students listen and answer the questions.
Wrap up:
5. Audio 5.6. Play the audio for students to listen and write the answers, then
they compare answers in pairs. Check answers with the class.
WB p. 43. Set these exercises for homework.

LESSON: Grammar: First conditional; should and shouldn’t

METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 5.7 Student performance: Questions about
RLP Grammar animation: Watch the animated presentation of the grammar in Audio 5.8 procedure, student notebook, graphic
context called You shouldn’t play the guitar for a few days! organizers.
Development: Workbook p. 44
1. Teach the first conditional. In pairs, students identify the situations of the
sentences and the results. Check answers. Ask questions to check concept. Student book p. 53 and p. 131
2. Students copy the sentences and complete them with the correct verb
forms. Check answers, referring to the grammar box. RLP Platform
3. Read the sentence beginning and elicit a possible ending. Students copy the 1. Grammar animation
sentences and complete them with their own ideas.
4. In pairs, students read the sentence endings and their partner guesses the
beginning, then they read the complete sentences to the class.
5. Teach the grammar about should and shouldn’t. Read out the question and
elicit the answer. Ask questions to check concept.
6. Read the first gapped sentence and elicit the correct answer (should).
Students copy the sentences and complete them. Check answers.
7. Audio 5.7. Play the audio for students to listen to the words and repeat the
words. Model pronunciation of the two sounds in isolation.
8. Audio 5.8. Students copy the table and put the words in the correct columns
in pairs. Play the audio for students to listen, check answers and repeat.
9. In pairs, students ask for and give advice. Monitor and help them.
Wrap up:
Students see how many words they can make using the letters in the word
toothache.
WB p. 44. Set these exercises for homework.
Week 7: February 12th
LESSON: Reading and Listening: Keep talking! What should I do?
METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 5.9 Student performance: Questions about
In pairs, students look back at the problems on page 52 and write advice for three of procedure, student notebook, graphic
them, then tell the class their advice and other students guess the problems. Student book p. 54 organizers.
Development:
1. Students discuss the questions in pairs. Discuss as a class who students RLP Platform
usually go to for advice and why.
2. Focus on the text. Students read the three posts and complete the summary
of the problems. Check answers with the class.
3. Students read the three posts, then read the advice and match two pieces of
advice with each problem, check answers in pairs and with the class.
4. In pairs, students discuss the advice for each problem and think of their own
advice. Discuss their ideas as a class.
5. Audio 5.9. Play the audio twice for students to listen to a teenager who calls
TeenHelp and answer the question. Check answer with the class.
Wrap up:
Audio 5.9. Students listen and answer the questions, then compare answers in pairs.
Discuss the questions with the class.
LESSON: Speaking: Giving advice
METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 5.10 Student performance: Questions about
1. Audio 5.10. Students hear a conversation between Jude and Lucy. Play the Audio 5.11 procedure, student notebook, graphic
dialogue with books closed and elicit the answer. Audio 5.12 organizers.
Development:
2. Audio 5.11. Focus on the Useful language box. Play the audio for students to Workbook p. 45
listen to the phrases and repeat. Ask questions to check concept.
3. Audio 5.12. Students write the dialogue in the correct order. Play audio for Student book p. 55 and p. 131
students to listen and check their answers.
4. Students follow the steps in the Speaking plan (prepare, speak, and reflect) RLP Platform
to practice giving advice. 1. Keep moving!
Wrap up:
RLP Keep moving! Language revision and consolidation game for use in digital
classrooms. Players control different characters.
Students choose one of the problems on page 54 or 55 and write some more advice
for it, then read their advice to the class and discuss.
WB p. 45. Set these exercises for homework.

Week 8: February 19th

LESSON: Real culture! Vegan Britain
METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 5.13 Student performance: Questions about
Ask students questions about food and meat, elicit ideas about not eating meat. Audio 5.14 procedure, student notebook, graphic
Development: organizers.
1. Read the question and elicit what a vegan is. Read through the foods in the Student book p. 56 - 57
box, then students discuss in pairs which of the foods vegans eat or don’t.
2. Audio 5.13. Students read and listen to an article about veganism. Play the RLP Platform
audio for students to read and listen. Check answers. 1. Culture video
3. Students read the article and decide if the sentences are true or false, then
correct the false sentences. Check answers with the class.
4. Students copy the table and work in pairs to find the words in the article and
complete the table, then answer the question. Check answers.
5. Students read the interview and answer the questions. Check answers with
the class and discuss.
6. Audio 5.14. Read out the question, then play the audio for students to
listen, answer the questions and compare answers. Check answers.
7. Audio 5.14. Read out the questions, then play the audio again for students
to listen, answer the questions, compare answers, check, and repeat.
8. Students read the questions and then discuss them in groups. Then, each
group tells the class about their discussions and what they agreed on.
In pairs, students take turns to discuss the questions in Exercise 8 with their own
ideas and opinions. Then they record themselves talking for one minute.
9. In groups, students plan their vegan menu for the day, then present their
menus to the class. They could search online for more recipes.
Wrap up:
RLP Culture video: Watch the video Layla’s Vegan Café.
Students answer the questions in the interview with Max with their own ideas.

LESSON: Writing: Stay safe; A How to… guide

METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Workbook p. 46 and p. 88 Student performance: Questions about
Ask students questions about online activities, then in pairs they make a list of all procedure, student notebook, graphic
the activities they do online. Bring their ideas together on the board. Student book p. 58, p. 122, p. organizers.
Development: 131
1. Read the title of the blog and ask students for their advice on staying safe
online. Ask some questions about the topic. RLP Platform
2. Pre-teach the word tip (=a useful piece of advice). Ask students to read the
blog post to see if it mentions any of their ideas from Exercise 1.
3. Students read the blog post again and match the headings with the
paragraphs. Check answers.
4. Read the Useful language box about giving tips and advice. Ask students to
say three expressions in their first language.
5. Read the Look! box and explain the imperative form for giving orders and
instructions. Ask questions to check concept.
6. Students read the advice and complete it with the correct imperative forms
of the verbs, then compare answers in pairs. Check answers with the class.
Wrap up:
6. In groups, students write a How to… guide, following the steps in the
Writing plan (prepare, write, and reflect).
WB p. 46. Set these exercises for homework.
Unit number: 6 TEXTBOOK: Keep it Real Unit Specific Objectives:
A2  O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-
Unit Title: Special days appropriate critical analysis of familiar subjects and contexts.
 O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
 O.EFL 4.3 Independently read A2.1 level text in English as a source of entertainment and interpersonal and
intrapersonal interaction.
 O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote
autonomous learning and decision making.
 O.EFL 4.5 Introduce the need for independent research as a daily activity by using electronic resources (ICT)
in class while practicing appropriate competences in the four skills.
 O.EFL 4.6 Write short descriptive and informative texts related to personal information or familiar topics and
use them as a means of communication and written expression of thought.
 O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic strips, short
magazine articles and oral interviews on familiar subjects in order to inspire oral and written production at
an A2.1 level.
 O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a
range of local, national and global contexts familiar to the learner.
 O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in English using high-
frequency and level-appropriate expressions in order to reach an effective command of spoken language.
TRANSVERSAL Solidarity, justice, innovation PERIODS: STARTING WEEK: February 26th
AXES

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
EFL 4.1.6: Seek and provide information and assistance, orally or in writing and in I.EFL.4.4.1. Learners can demonstrate an ability to give and ask for information and
online or face-to-face interactions, for personal, social and academic purposes. assistance using level-appropriate language and interaction styles in online or face-to-
face social and classroom interactions. (J.2, J.3, J.4, I.3)
CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance
using appropriate language and interaction styles in a variety of social interactions.
EFL 4.2.4: Deduce the meanings of unfamiliar phrases and words from a context I.EFL.4.6.1. Learners can grasp the general meaning of spoken texts set in familiar
containing familiar elements. (Example: colloquial greetings, exclamations, everyday contexts and infer changes in the topic of discussion, as well as deduce the
interjections, etc.) meanings of unfamiliar words and exchanges through the use of context clues,
provided speech is given slowly and clearly and there is sufficient visual support. (I.3,
S.1, J.4)
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken
texts set in familiar everyday contexts, provided speech is clear and articulate, and
deduce the meanings of unfamiliar words and phrases using context clues and/or
prior knowledge.
I.EFL.4.10.1. Learners can effectively participate in familiar and predictable everyday
EFL 4.2.10: Sustain a conversational exchange on a familiar, everyday subject when conversational exchanges in order to complete a task, satisfy a need or handle a
carrying out a collaborative/paired learning activity in which there are specific simple transaction, using a range of repair strategies. (Example: asking for
instructions for a task. clarification, etc.) (I.3, J.3, J.4)
CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in familiar and
predictable conversational exchanges by asking and answering follow-up questions,
provided there are opportunities to use repair strategies (e.g. asking for clarification)
and sustain conversational exchanges in pairs to complete a task, satisfy a need or
handle a simple transaction.
EFL 4.3.2: Make use of clues such as titles, illustrations, organization, text outline I.EFL.4.11.1. Learners can understand main ideas and some details in short simple
and layout, etc. to identify and understand relevant information in written level- online or print texts on familiar subjects, using contextual clues to help identify the
appropriate text types. most relevant information. (Example: title, illustrations, organization, etc.) (I.2, I.4)
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short
simple texts on familiar subjects, making use of contextual clues to identify relevant
information in a text.
EFL 4.4.5: Recognize that various types of writing require different language, formatting I.EFL.4.15.1. Learners can convey information and ideas and describe feelings and
and special vocabulary. (Example: a recipe, a letter, etc.) opinions in simple transactional or expository texts on familiar subjects in order to
influence an audience, while recognizing that different texts have different features
and showing the ability to use these features appropriately in one’s own writing. (I.3,
I.4, S.3, J.2)
CE.EFL.4.15. Express information and ideas and describe feelings and opinions in
simple transactional or expository texts on familiar subjects in order to influence an
audience, while recognizing that different texts have different features and showing
the ability to use these features appropriately in one’s own writing.
EFL 4.4.8: Convey and organize information using facts and details in order to I.EFL.4.17.1. Learners can convey and organize information through the use of facts
illustrate diverse patterns and structures in writing. (Example: cause and effect, and details and by employing various stages of the writing process, while using a
problem and solution, general-to-specific presentation, etc.) range of digital tools to promote and support collaboration, learning and productivity.
(I.1, I.3, S.4, J.2, J.4)
CE.EFL.4.17. Show an ability to convey and organize information through the use of
facts and details and by employing various stages of the writing process, while using a
range of digital tools to promote and support collaboration, learning and productivity.
EFL 4.5.3: Make predictions, inferences and deductions to demonstrate different I.EFL.4.18.1. Learners can understand, predict, infer and deduce literal and implied
levels of meaning of literary works presented orally or in digital form, including meanings in short, simple, everyday literary texts (online, oral or in print), especially
literal and implied meanings. (Example: summarizing, explaining and identifying, when visual support is provided. (I.2, I.3, I.4)
word choice, symbols, points of view, etc.) CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce literal
and implied meanings in short, simple, everyday literary texts (online, oral or in print).
Week: February 26th
LESSON: Vocabulary: Party plans
 METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 6.1 Student performance: Questions about
Write on the board word to do with parties. Elicit the word party. Invite some Audio 6.2 procedure, student notebook, graphic
students to tell the class about their plans for their next birthday party. Audio 6.3 organizers.
Development:
1. Audio 6.1. In pairs, students read the party guide and complete it with the Workbook p. 48
correct words. Students listen, check their answers and repeat.
2. Students put the things in order of importance individually, then compare Student book p. 59 and p. 132
their lists in pairs. Discuss their ideas with the class.
3. In pairs, students talk about what they did for their last birthday. Invite RLP Platform
students who did something unusual or exciting to tell the class. 1. Vlog
4. Audio 6.2. Model pronunciation of the /ʃ/ sound in isolation. Play the audio
for students to notice the sound, listen and repeat.
5. Audio 6.3. Students work in pairs to practice saying the words. Play the
audio for students to listen and check their answers, then repeat.
6. Read the first sentence and focus on the gap. Refer students to the party
guide. Students complete the sentences. Check answers.
RLP Vlog: Watch a vlogger talking about a party he had in LA.
Wrap up:
Students imagine and write about their own dream party.
WB p. 48. Set these exercises for homework.

LESSON: Reading: Birthday celebrations

METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 6.4 Student performance: Questions about
In small groups, students brainstorm as many ideas as they can for different ways to procedure, student notebook, graphic
celebrate their birthday, then tell the class their ideas. Bring ideas together. Workbook p. 49 organizers.
Development:
1. Students discuss the question in pairs. Ask some students to tell the class Student book p. 60
their ideas.
2. Teach students how to scan a web page for specific information. Students RLP Platform
scan the survey and find information and answer the questions. Check.
3. Audio 6.4. Students read the questions, then listen to the audio and read.
Students compare their answers in pairs. Check answers with the class.
 4. Read the examples, students find three more examples in the survey. Elicit
the examples and check the answers.
Wrap up:
5. Students find out how many people in the world are celebrating a birthday
today.
WB p. 49. Set these exercises for homework.

LESSON: Grammar: Be going to; Be going to and will

METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Workbook p. 50 Student performance: Questions about
RLP Grammar animation: Watch an animated presentation of the grammar in procedure, student notebook, graphic
context called Are we going to hide in the kitchen? Student book p. 61 and p. 132 organizers.
Development:
1. Read the grammar box about “be going to”. Elicit the answer to the RLP Platform
question. Ask questions to check concept. 1. Grammar animation
2. Read the example. Students complete the sentences individually, then
compare their answers in pairs. Check with the class.
3. Read the task and the example. Students write their sentences with their
own ideas. Monitor and help.
4. Students ask questions to their partner, then answer with full sentences.
They share with the class their partner’s plans.
5. Read the grammar box about be going to and will. Read out the rules and
elicit the words to complete them. Ask questions to check concept.
6. Read the example. Students read Chloe’s comment and write the correct
verb forms in their notebooks. Check answers with the class.
7. Students make the questions first. Check these and correct any errors.
Students ask and answer the questions in pairs.
Wrap up:
Students write about their plans and predictions for the summer.
WB p. 50. Set these exercises for homework.

Week 10: March 4th

LESSON: Vocabulary and Listening: A music festival; Things for a camping trip
METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 6.5 Student performance: Questions about
Ask students questions about camping experiences and their opinions. Audio 6.6 procedure, student notebook, graphic
Development: organizers.
1. Read the questions and discuss them as a class. Encourage students to share Workbook p. 51
their festivals experiences and thoughts.
2. Audio 6.5. In pairs, students match the words with the pictures. Play the Student book p. 62 and p. 132
audio for students to listen, check the answers and repeat.
3. Students copy the sentences in the blog into their notebooks and complete RLP Platform
them, then compare answers in pairs. Check with the class.
4. In pairs, students discuss what they will take on a camping trip. Pairs tell the
class what they will take and why.
5. Audio 6.6. Students read the questions and listen a phone call between two
friends, then answer the questions and compare in pairs. Check answers.
Wrap up:
6. Audio 6.6. Teach students how to listen for specific information in a phone
call. Play the audio for students to listen and complete the notes. Check.
WB p. 51. Set these exercises for homework.

LESSON: Grammar: Grammar: Present continuous for future arrangements

METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 6.7 Student performance: Questions about
RLP Grammar animation: Watch the animated presentation of the grammar in procedure, student notebook, graphic
context called Are we going to the forest next weekend? Workbook p. 52 organizers.
Development:
1. Read the example sentences in the grammas box about present continuous. Student book p. 63 and p. 132
Elicit the answers and ask questions to check concept.
2. Audio 6.7. Students read the dialogue and complete it with the present RLP Platform
continuous, then decide which actions are in the future or present. Check. 1. Grammar animation
3. Read the example. In pairs, students ask and answer the questions, then tell
the class about some of their arrangements.
4. Read the grammar box about reflexive pronouns. Read out the rules and
elicit the correct word to complete them. Ask questions to check concept.
5. Read the first example. Students copy the sentences and complete them
with the correct reflexive pronouns. Check answers.
6. Read the verbs in the box and give examples. Students write sentences
about themselves and their family, then compare in pairs and share.
Wrap up:
Students imagine they are going to a festival and write sentences about their
arrangements.
WB p. 52. Set these exercises for homework.

Week 11: March 11th

LESSON: Reading and Listening: Keep talking! A special occasion
METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 6.8 Student performance: Questions about
Write the word “special occasion” on the board and elicit a few examples. In groups, procedure, student notebook, graphic
students think of as many more special occasions as they can. Bring ideas together. Student book p. 64 organizers.
Development:
1. Students discuss the questions in pairs. Discuss as a class what occasions RLP Platform
people give cards on.
2. Students work in pairs to match the occasions in the box with the cards.
Check answers with the class.
3. Students read the messages, then match the cards with them and compare
answers in pairs. Check answers with the class.
4. Students read the messages again and answer the questions. Check
answers, eliciting the part that confirms the answers.
5. Audio 6.8. Play audio for students to listen to a conversation about special
occasions and identify the occasion in each conversation. Check answers.
6. Audio 6.8. Students read the questions, listen to the audio and answer, then
compare their answers in pairs. Discuss the questions with the class.
Wrap up:
7. In small groups, students design their greetings card and write a message in
it. Then they present their card and message to the class.

LESSON: Speaking: Asking for and offering help

METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 6.9 Student performance: Questions about
1. Audio 6.9. Play the audio for students to hear a conversation between two Audio 6.10 procedure, student notebook, graphic
people who are planning a party, then they answer the question. Audio 6.11 organizers.
Development:
2. Students read the dialogue and note down the jobs that Zac is going to do. Workbook p. 53
Check answers with the class.
 3. Audio 6.10. Focus on the Useful language box. Play the audio for students to Student book p. 65 and p. 132
listen to the phrases and repeat. Ask questions to check concept.
4. Audio 6.11. Students write the dialogue in the correct order. Play audio for RLP Platform
students to listen and check their answers and practice the dialogue. 1. Keep moving!
5. Students follow the steps in the Speaking plan (prepare, speak, and reflect)
to practice asking for and offering help.
Wrap up:
RLP Keep moving! Language revision and consolidation game for use in digital
classrooms. Players control different characters.
Students imagine their class is organizing a party and write a list of jobs. In pairs,
they have a conversation to ask for help and offer help.
WB p. 53. Set these exercises for homework.

Week 12: March 18th

LESSON: Real culture! Happy New Year
METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Audio 6.12 Student performance: Questions about
Ask students about different countries of the UK. Elicit a few ideas from the class. Audio 6.13 procedure, student notebook, graphic
Development: organizers.
1. Read the task. In pairs, students find the things in the pictures. Check Student book p. 66 - 67
answers with the class.
2. Audio 6.12. Students listen and read an article about three different RLP Platform
celebrations in the UK, then match them to the pictures. Check answers. 1. Culture video
3. Students copy the table and read the article again to complete it. Check
answers with the class.
4. Read the task. Students find five types of performers in the text. Check
answers and elicit some other kind of performers from the class.
5. Elicit the meaning of New Year’s resolutions. Students read the text and
complete the resolutions with the correct words. Check answers.
6. Audio 6.13. Students listen to two people talking about their New Year’s
resolutions, read the questions and answer.
7. Audio 6.13. In pairs, students compare their answers, then listen to the
audio again to check. Check answers with the class.
8. Students read the questions and think about their own answers, then
discuss in groups about different cultures they have.
In pairs, students answer the three questions in Exercise 8 with their own ideas and
opinions. Then, they record themselves talking for one minute and improve.
 9. Students think of some ideas, then discuss them in groups. Elicit some of the
resolutions students discussed.
RLP Culture video: Watch the video called Party planning.
Wrap up:
Students imagine their own New Year celebration and write about their plans using
be going to for plans.

LESSON: Writing: A lovely surprise; A thank-you letter

METHODOLOGICAL STRATEGIES EVALUATION ACTIVITIES
RESOURCES
TECHNIQUES / INSTRUMENTS
Warmer: Workbook p. 54 and p. 89 Student performance: Questions about
Ask students about presents and thank-you letters. Discuss their ideas as a class. procedure, student notebook, graphic
Development: Student book p. 68, p. 102-103, organizers.
1. Focus on the picture. Students read the letter and answer the questions. p. 108-109, p. 114-115, p. 123,
Check the answers with the class. p. 132
2. Read the Useful language box about writing a thank-you letter. Students
find expressions in Exercise 1 and read them in context. RLP Platform
3. Read the examples in the Look! box about verbs after prepositions. Students
find more examples in the letter. Check the answer and ask questions.
4. Students copy the sentences and complete them with the correct -ing
forms, then compare answers in pairs. Check answers with the class.
Wrap up:
5. Students write their own thank-you letter, following the steps in the Writing
plan (prepare, write and check).
WB p. 54. Set these exercises for homework.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Standards 1 and 2 Curricular adaptation will be applied for students with special need in standards 1 and 2 according to the DECE´s
dispositions shared by the DIACs.
Adaptations will be applied in time, extension of the tasks given to the students as well as location their location
in the classroom according to the DECE’s suggestions given by the DIACs.
CLIL COMPONENTS Science:

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Lcdo. Miguel Plaza Coordinator: Lcdo. Miguel Plaza Vice principal: Msc. Dinah Gallegos
SIGNATURE: SIGNATURE: SIGNATURE:

DATE: January 2nd DATE: January 2nd DATE: January 2nd