Academic Year:

HIGH SCHOOL 20 - 20

PUD
1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
English as a Foreign Language 4TH EGB A1.1

Book: Unit 6 Objectives

AT THE ZOO
New Leaders - O.EFL 2.2
Student’s book Assess and appreciate English as an international language, as well as the five aspects of
and workbook 4 English that contribute to communicative competence.

O.EFL 2.5
Use in-class library resources and explore the use of ICT to enrich competencies in the four skills.

O.EFL 2.7
Appreciate the use of English language through spoken and written literary texts such as poems,
rhymes, chants, riddles and songs, in order to foster imagination, curiosity and memory, while
developing a taste for literature.

Periods: 30, 7-8 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness
EFL 2.1.7Collaborate in a friendly manner by sharing classroom materials and CE.EFL.2.4. Develop skills of collaboration by working together on projects
personal objects while participating in games and activities in class and on the and sharing materials while expressing personal preferences with peers.
playground.

Oral Communication:(Listening and Speaking)

EFL 2.2.4 CE.EFL.2.6. Listening for Meaning: Understand the main ideas in short simple
spoken texts that include familiar vocabulary and are set in everyday contexts.
Identify items of specific information within simple messages or from short and
simple descriptions about familiar contexts, especially if visual support is
provided. (Example: letters of the alphabet, numbers, prices and times, days,
dates and months, etc.) CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts
that include familiar vocabulary and are set in everyday contexts. Identify key
EFL 2.2.8 items of information within the text, and record or act upon them.

Imitate individual English language sounds, especially those phonemes which CE.EFL.2.8.
do not exist in the student’s own L1, both in isolation and within key
vocabulary items. (Example: /ŋ/ /ð/ /ʌ/ /i:/ and in words like singing, these, up, Production - Pronunciation: Produce individual words and short phrases
sea, etc.) clearly enough that other people can usually understand them easily.

EFL 2.2.10

Clap, move, chant or sing along with short authentic English language rhymes
or songs, approximating English rhythm and intonation once familiar with the
text.(Example: jump or clap in time to jump-rope rhymes, do the actions to
action songs or short rhythmic poems, enunciating some of words in time with
the rhythm, etc.

Reading CE.EFL.2.14.
EFL 2.3.5Show the ability to use a simple learning resource. (Example: a
small set of flashcards, a picture-based dictionary (online or print), or a simple Demonstrate familiarity with study resources (both print and digital). (Example:
word list). a picture dictionary, some flashcards of known words, or a word list.)

Writing CE.EFL.2.17. Write simple words, phrases, and sentences to demonstrate

EFL 2.4.1Know how to spell simple English words correctly, demonstrating knowledge of spelling, punctuation, capitalization and handwriting /
awareness of sound-letter relationships. (Example: sea, mean, bee, etc.) typography, and identify their meanings.

Language through the Arts CE.EFL.2.22

EFL 2.5.6 Generate and expand ideas by responding in a fun and playful Describe and write about emotions and responses to literary texts through
manner to oral and written texts in order to increase enjoyment of the words and images, or other media (video, audio) on class or school bulletin
language through TPR, playground games, and songs and chants. boards and expand on ideas and responses to texts read/seen/heard in by
participating in songs/chants, TPR activities and playground games.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments
Communication and Cultural Communication and Cultural ACTIVITIES and TECHNIQUES
Awareness New Curriculum EFL for Elemental Awareness
EGB I.EFL.3.2.1. Learners can say ways Choose pictures that demonstrate
Take care the environmental of the to take care of the environment and responsibility.
house and school. New Leaders - Student’s book and one’s surroundings. Learners can
Talking about different pets and workbook 4 identify and exhibit socially responsi- Complete gaps from a reading using
prepositions (using "I have, It is a ...") ble behaviors at home, at school and words from a box.
Flash Cards from 31 to 32 towards the environment. (J.3, S.1)
“What animal is that?”, “What noise Create a class picture dictionary.
does it make?” Activity Book Oral Communication: (Listening
(AB15 – AB30) and Speaking) Illustrate a piece of writing.
Completing and illustrating
statements about socially responsible Cards with the I.EFL.3.10.1. Learners can use Associating vocabulary with pictures
behaviors. (Example: If you see old Picture Cards simple vocabulary to learn different to get the meaning of words.
people on a bus, you can…) Colored crayons pencils topics. Look and color the pictures
Saying farm animals and animal about domestic and wild animals Write the questions.5
noises CD / Tape player or something to Students play fun games and Answer the questions.
play the song on activities with zoo animal toys, sing a
Identifying similar words in English song, make things with Let’s wash
and Spanish to learn more Match up the Animals 2 worksheet the elephant read a funny story and
vocabulary. do a coloring worksheet. INSTRUMENTS
Farm Animals Match worksheet
Oral Communication: (Listening
Old MacDonald Song Poster . (I.3, J.3)
and Speaking)
Warm Up & Wrap Up lesson sheet Picture-based test
Reading Readers: Old MacDonald’s Farm Reading ▪ Rubrics
Animals I.EFL.3.11.1. Learners can
Practice saying where things are understand most details in a short ▪ Vocabulary Quilt
using some simple prepositions of photos of your pets simple online or print text and can
location. Blu-Tack / tape (to stick flashcards follow short instructions in simple ▪ Mind Maps
onto the board) experiments and projects if step-by-
Students practice explaining where
plastic zoo animal toys step visuals are provided. (I.3, I.4) ▪ Oral interviews individual/ in pairs
things are in the classroom, do a
listening activity and read a funny Writing ▪ Practical Exams.
story. I.EFL.3.16.1. Learners can make a
simple learning resource in order to ▪ Writing Tests
Saying where things are using
record and practice new words and
prepositions
structures (Example: a picture
Using singular and plural forms dictionary, a word list, a set of
flashcards, etc.) (I.1, J.4)
Structures: "Where is/are ...?", "Is
it ...? "Are they ...?", "It is ...", "They Language through the Arts
are ..." I.EFL.3.22.1. Create picture books,
graphic expressions and personal
Writing stories by adapting elements of
literary texts and adding imaginative
Creating a class picture dictionary
details to real-life stories and
and adding entries by writing
situations, using appropriate
definitions of new words or drawing a
vocabulary and features of the
picture to illustrate the meaning.
literature learners have read or heard.
Writing new words and phrases in a (I.3, S.3)
vocabulary notebook.
I.EFL.3.24.1. Learners can
Language through the Arts understand, predict, infer and deduce
literal and implied meanings in short,
Listening to or reading stories and simple, everyday literary texts (online,
drawing an important scene. oral or in print), especially when
Underlining main ideas in a text. visual support is provided. (I.2, I.3,
I.4)
Explaining through pictures, physical
expression, or charts (ICT) how a text
makes the learner feel.

3. ADAPTED CURRICULUM
Students Performance Criteria Methodological Resources Evaluation:
with Special Strategies
Needs

CLIL Components - Science/Technology/Arts:

Transversal Axes

Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity,

responsibility, honesty, respect, love, peace, justice, innovation, etc.

Prepared by Revised by Approved by

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