JOSÉ ALLAMANO BILINGUAL SCHOOL DATE: from February 17th

“Academic excellence and respect for the people and the to April 07th
cultures” DIDACTIC UNIT GRADE: 4th
ENGLISH AREA TERM: First
2020 UNITS: 1, 2 and 3.

TEACHER’S NAME: Diana Gaona – Vanessa Rodríguez – Liliana Varón.

BEGINNING
Teacher’s Greetings
Appropriate Appearance
Attendance Control
Reflection about the value and Group Life Agreement (written in the whiteboard)
Care Ethics (students and classroom organization and cleanliness)

METHODOLOGICAL CRITERIA: English Corpus

The language taught in English Language Teaching materials is guaranteed to be natural, relevant and up to date. Teach the language that learners will encou

GLOBAL COMPETENCE

To demonstrate abilities to use the knowledge of the English language in its four skills at a A2 level (FCE certification), taking into
account the Common European Framework, through constant practice within diverse contexts, applied in the studies of different
English speaking cultures, so as to be involved in universal communication processes, in the global economy and the cultural
opening.
 GRADE COMPETENCE

Students will have the ability to communicate and use simple expressions about personal details and needs. Students will have the ability to use basic vocabul

Basic User: Breakthrough or beginner

Has a very basic range of simple expressions about personal details and needs of a concrete type.
Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations.

DESCRIPTION

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/s
Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

CEFR STANDARDS

LISTENING READING SPOKEN SPOKEN WRITING

INTERACTION PRODUCTION

● I can recognize ● I can understand ● I can use simple ● I can write a short,
I can interact in a simple
familiar names, words and phrases and simple postcard, for
familiar words and very
way provided the other
very simple sentences, for sentences to example sending holiday
basic
example on notices and person is prepared to describe where I live greetings.
phrases concerning
posters or in catalogs. repeat or rephrase things at and people I know. ● I can fill in forms with
myself, my family and a slower rate of speech and personal details, for
immediate concrete help me formulate what I’m example entering my
surroundings when people trying to say. name, nationality and
speak slowly and clearly. I can ask and answer address on a hotel
Announcements. registration form.
simple questions in areas of
immediate need or on very
 familiar topics going
myself.

OUTCOMES BY TERM

LISTENING ORAL PRODUCTION READING COMPREHENSION WRITTEN PRODUCTION

COMPREHENSION

To listen and say the words To interview a friend To interpret information from a To write a notice for his school
text bulletin board about how to
To answer questions To talk about what he likes doing help in case of emergency.
after listening To answer questions after
To act out a conversation in reading a text To write about his
To complete information a museum favourite place.
while listening To complete gaps and
To describe what people could charts based on text read To write a report based on
To organize or classify do a survey about how
information after listening To get specific information from students spend their free
To present a collage about a written text
time.
family, friends, free time and
school To describe his favourite
outdoor activity in a short text.
To talk about dangerous
situations

To ask and answer about

actions in the past

CONTENT

STRUCTURE VOCABULARY

UNIT 1 UNIT 1

● Must ● Queen
● Mustn´t ● Knight
● Object pronouns ● Crown
● Past progressive ● Helmet
● Necklace
● Bracelet
● Belt
● Shield
● Bow and arrow
● Sword

UNIT 2 UNIT2

Past simple Mountain

Has got Forest
Simple present Village
Connectors (but, because, so, and) Lake
Could - Couldn’t Island
Field
River
Path

UNIT 3 UNIT 3

Past continuous Emergency services

Verb to be Fire
-ing verbs Paramedic
Fire
flood

DEVELOPMENT
BOOK UNIT: 1 IN THE MUSEUM

WARM UP:

Students will talk about their favourite music and instruments that they would like to play.
 CONCEPTUALIZATION
MUST / MUSTN'T
Must is a word that is used to talk about an obligation, something you have to do, like following a law or a

rule. STRUCTURE

must / mustn't + base form

Positive sentences

● I must do my homework.

● She must wear a uniform.

Negative sentences

● We mustn't talk in here!

● You mustn't steal.

OBJECT PRONOUNS

An object pronoun, also called objective pronoun, functions as the object of a verb or preposition, as distinguished from a subject
or subjective pronoun, which is the subject of a verb.

Examples: x

Object pronouns are used instead of object nouns, usually because we already know what the object is.

● She's my friend. I really enjoy being with her.

● I like this film. I saw it last week.

Object pronouns in English are the following:

me, you, him, her, it, us, them

Object pronouns come after either a verb (e.g. "like") or a preposition (e.g. "to").

Examples:

● I like you but you don't like me.

● Do you really hate her?

● She loves sitting next to him.

ACTIVITIES Activities suggested Book unit suggested

time (Hours) time (weeks – Date)
READING PLAN:
February 17th – February
1. Teacher makes a pre-reading using a picture about 23rd
volcanoes and the vocabulary related with natural disasters
to contextualized students. February 17th – February
2. Teacher shows some questions about the picture and 23rd
vocabulary about volcanoes and natural disasters: 1 hour February 24th – March 03rd
A. What is happening to the mountain in the picture? March 03rd – March 09th
B. What are the lights at the top of the picture?
C. Has anyone in the class ever seen a volcano? Make a
description about it.
3. In groups, students read the text found in ANNEX 1 and
identify the unknow vocabulary, they have to write it in their
notebook. Then, students answer the reading
comprehension activity in their notebooks.
4. Teacher shares with students the next question “Why is the
volcanologist wearing special clothes in the picture? And
they have to discuss about it in the same groups. Finally,
they share their point of view in the class.

READING:

1. Teacher has to explain the activity taking into account the 40 minutes
pictures in the book. Students will look, read and number
the sentences. First activity on the page 11 student´s book
(presentation plus).

2. Students will be able to read a photo story “The Knight” 20 minutes

Page 14 and 15 students` book,

3. Students will answer the activity 2 on the page 15 student 20 minutes

´s book.

4. The Students will read the text and answer the questions 40 minutes
on page 16 and 17 of the students` book.

40 minutes
5. Movers activities.
WRITING: February 17th – February
23rd
1. Students will have to complete the chart about museums February 24th – March 03rd
“learn and think”. Page 19 student´s book. 20 minutes March 03rd – March 09th
February 17th – February
2. In pairs, students search information about a famous queen 23rd
or king of their choice. Then, they write a paragraph 40 minutes February 24th – March 03rd
describing g the principal characteristic of their queen / king. March 03rd – March 09th
Finally, students present their description with the class.

3. Movers activities. 40 minutes

LISTENING:
20 minutes
1. Students will listen and sing the song on page 10 of
student’s book. Then students will complete the activity
about the lyrics in their notebook.
20 minutes
2. Students will be able to listen and correct the sentences
on page 10 of student´s book in the notebook.
10 minutes
3. Students will listen and say the sentences on page 11 of
student´s book. 20 minutes
4. Students will listen and say the sentences on page 13 of
student´s book.
20 minutes
5. Students will listen the song on page 12 of student´s book.
Then, students will complete the activity about the song in
the notebook.
10 minutes
6. Students will listen and say on page 15 of student´s book.

7. Movers activities. 40 minutes

SPEAKING:
1. Students will be able to describe the items about queens 15 minutes
and knight calls their attention. Page 10 student´s book.
February 17th – February
2. Students have to express their ideas taking into account 15 minutes 23rd
the use of must or mustn´t according to what they have to February 24th – March 03rd
do in the specific places. Page 11 student´s book. March 03rd – March 09th

3. Students have to describe the main details taking from the 20 minutes
reading on page 18 student´s book.

4. Movers activities. 40 minutes

ASSESSMENT ACTIVITIES (Suggested in the curriculum):

Answering questions about a text

Completing information while listening
Organizing and classifying information after listening
Describing animals features in oral activities
Asking and answering what animals look like based on descriptions given
Asking about personal possessions
Saying the differences using comparatives and superlatives
Interpreting information from a text
Answering questions after reading a text
Completing gaps and charts based on a reading
Getting specific information from a written text
Writing a short story based on pictures and vocabulary given
Creating a text about a mythical beast after doing research about it
Asking his/her partners about musical instruments they play and writing a report about it

BOOK UNIT: 2 IN THE WORLD AROUND US

WARM UP:
Teacher will ask to students what their favourite places and what can we do there. Teacher have to write some of them on the board
in order to share the answers
 CONCEPTUALIZATION

CONNECTORS

COULD / COULDN’T
COULD and COULDN'T are the past tense forms of CAN and CAN'T.

COULD and COULDN'T refer to ability or inability in the past.

We use COULD to mean that we were able to do something in the past.
Ex: When she was one, she could walk.
We use COULDN'T to mean that we weren't able to do something in the past.
Ex: When she was one, she couldn't speak.

ACTIVITIES Activities suggested Book unit suggested

time (Hours) time (weeks – Date)
READING PLAN: 1 hour
February 24th – March 02nd
1. Students will read a book in the LightSail platform and they March 03rd – March 09th
will answer the corresponding activities. March 10th – March 16th

READING:

1. Students have to read and write yes or no according to

the exercise on page 23 student´s book.

2. Students have to complete the activity using the 40 minutes

vocabulary given on page 28.
20 minutes
3. According with the activity from page 33 student's book, February 24th – March 02nd
students have to read a description and answer the March 03rd – March 09th
questions. 20 minutes March 10th – March 16th

4. Movers activities.
40 minutes

WRITING: February 24th – March 02nd

20 minutes March 03rd – March 09th
1. Students have to answer the activity and they have to create March 10th – March 16th
some sentences as in the example from page 23 student´s
book. 25 minutes

2. Students have to write and describe their favourite places

and complete the activity from page 29 student´s book. 40 minutes
3. They have to write a report as in the example from page 32
student´s book

LISTENING:
1. On page 22 student's book students have to listen and say
some words which are there.
20 minutes
2. Students have to listen and sing in order to correct the pictures
on page 24 student´s book.
20 minutes
3. Students have to listen and write the names under the pictures
on page 29 student´s book. Students will listen and and say on February 24th – March 02nd
page 15 of student´s book. 40 minutes March 03rd – March 09th
March 10th – March 16th
4. Movers activities.
40 minutes

SPEAKING: February 24th – March 02nd

15 minutes March 03rd – March 09th
1. Students have to represent the story “At the restaurant” March 10th – March 16th
on pages 26 and 27.
15 minutes
2. Students are going to share information about their
parents in a little story located on page 25 student´s
book.
20 minutes
3. Students have to make a collage as in the example from
page 31 student´s book and present it in the class.
student´s book. 40 minutes
4. Movers activities.

ASSESSMENT ACTIVITIES (Suggested in the curriculum):

 Answering questions about a text
Completing information while listening
Organizing and classifying information after listening
Describing animals features in oral activities
Asking and answering what animals look like based on descriptions given
Asking about personal possessions
Saying the differences using comparatives and superlatives
Interpreting information from a text
Answering questions after reading a text
Completing gaps and charts based on a reading
Getting specific information from a written text
Writing a short story based on pictures and vocabulary given
Creating a text about a mythical beast after doing research about it
Asking his/her partners about musical instruments they play and writing a report about it

BOOK UNIT 3: DANGER!

WARM UP:
The teacher will ask to the students what they know about emergencies and how they could help in case of one. Using their ideas,
the teacher will create a brainstorm.

CONCEPTUALIZATION

Use of Past Progressive

puts emphasis on the course of an action in the past
Example: He was playing football.

two actions happening at the same time (in the past)

Example: While she was preparing dinner, he was washing the dishes.

action going on at a certain time in the past

Example: When I was having breakfast, the phone suddenly rang.

Signal Words of Past Progressive

while, as long as

The past progressive puts emphasis on the course of an action in the past.

Form
Positive Negative Question

I / he / she I was I was not Was I

/ it speaking. speaking. speaking?

you / we / they You were speaking. You were not speaking. Were you speaking?

Exceptions in Spelling
Exceptions in spelling when adding ing Example

final e is dropped (but: ee is not changed) come – coming

(but: agree –
agreeing)

after a short, stressed vowel, the final consonant is sit – sitting

doubled

l as final consonant after a vowel is doubled (in travel – travelling

British English)

final ie becomes y lie – lying

 ACTIVITIES Activities suggested Book unit suggested
time (Hours) time (weeks – Date)

READING PLAN: 1 hour

March 03rd – March 09th
1. Students will read a book in the LightSail platform and they March 10th – March 16th
will answer the corresponding activities. March 03rd – March 09th
March 10th – March 16th
READING:

1. Students are going to read the story “The man in the

car”. Students book pages: 38 and 39.

2. Read the text and find answers. Student book pages: 40 40 minutes
and 41.
20 minutes
3. Read Amie’s story about the same accident and underline the
words and identify which is better.
20 minutes
4. Workbook page 34 activity 3. Read and complete

40 minutes

WRITING:

1. Workbook page 34 complete exercises 1 and 2. March 03rd – March 09th

20 minutes March 10th – March 16th
2. Workbook page 35 describe the picture using the words from
the box. 20 minutes

3. Workbook page 36 complete the sentences. 20 minutes

4. Workbook page 37 exercises 2 and 3 look and write the

answers. 40 minutes
5. Students will describe what they did in the holy weekend.
40 minutes

LISTENING: 5 minutes

1. Listen and complete the song with was and were. Student
book page 36. 15 minutes

2. Look, read and number the dialogue. Page 37 student book. March 03rd – March 09th
And listen and say exercise. March 10th – March 16th
10 minutes
3. Listen and write the missing words, workbook page 39
exercise 1. 5 minutes

4. Students will solve exercises from Movers exam listening part. 45 minutes

SPEAKING: March 03rd – March 09th

March 10th – March 16th
1. Students ask and answer questions about yesterday.
Students book page 37. 15 minutes

2. Work in pairs, choose a role. Page 41.

15 minutes
3. Act out your play. Page 44.
20 minutes
4. Using the part number 4 of the Movers exam the
students are going to answer personal questions 40 minutes
about them.
 ASSESSMENT ACTIVITIES (Suggested in the curriculum):

Saying the words after listening to them

Saying what happened when doing something
Acting out a conversation in a train station
Answering questions about a text
Completing gaps and charts based on a reading
Getting specific information from a written text
Writing a notice for his bulletin board

LEARNERS´ OUTCOMES

LISTENING ORAL PRODUCTION READING COMPREHENSION WRITTEN PRODUCTION

COMPREHENSION

Listens and repeats

Says what happened when doing something
Interprets information from a text Writes a story based on pictures given
words

Answers questions Creates a text about a

Asks and answers what animals look like
Answers questions after reading a text
after listening to texts mythical beast

Writes a report about

Asks about
Completes information while listening to possession of things
studentsgiven
Completes gaps and charts based on information playing musical
in written texts
information instruments

Organizes and Expresses feelings about some given situations in a

Gets specific information in a written text
classifies information
from texts heard story

EXTRA ACTIVITIES
ACTIVITIES UNIT: 1 IN THE MUSEUM UNIT: 2 THE WORLD UNIT 3: DANGER!
AROUND US

1ST ACTIVITY Students will have to practice the Students will have to talk about Make a word search using
conversation. Then they will have to activities they did on their the vocabulary form the unit
switch roles. Students will write the holidays. They will write the in EDUCAPLAY. Then, give
dialogue in a PowerPoint file. dialogue in their notebook. your link to a partner and
Student's book exercise 1 page 23 solve it.

2ND ACTIVITY Students will have to draw the Students will have to create Students book page 35. Based
pictures about the countryside a conversation in their on the pictures, make sentences
vocabulary in their notebook. Then, notebook. They will have to in past progressive in your
they will have to write sentences to use the language of the unit. notebook.
describe the picture
(ANNEX 2)

3RD ACTIVITY Student will have to read the story Student will have to listen to the Create 10 questions in past
then; they will have to complete it with conversation then, they will have progressive. Then, ask to
the correct words in their notebook. to answer some questions your partners. Write their
Student's book exercise 1 page 28 according to what they hear. answers in a PowerPoint
https://www.youtube.com/watch? file.
v=etvW0FOD_so

4TH ACTIVITY Student will have to write a Students will have to read the Read the text and make
paragraph about their favourite story. Then, they will have to sentences in your notebook,
places in a word file. Exercise 1 answer the activity in their using the information in the page
students book page 29 notebook. (ANNEX 3) 39 in their Students book.

5TH ACTIVITY Students will have to write a report Students will have to read the Students book page 43: Create
about what they do in their free story Then, they will have to an escape plan in a PowerPoint
time. Workbook. Page 32 answer the questions. file.
(ANNEX 3)

METHODOLOGICAL CRITERIA FOR THE STUDENTS EVALUATIVE CRITERIA

WHO HAVEN`T REACHED THE REQUIERED LEVEL IN
THE ACADEMIC TERM
 Quizzes
Students use the Portfolio as a tool to reinforce previous knowledge and themes seem in class.
Portfolio
Students book
To show key words that they can use in a conversation. To provide enough material
Notebook during the classes and support in every activity they develop.
Homework

RESOURCES - MATERIALS

Student’s book 4 with DVD-ROM

Workbook 4
Teacher’s book 4
Teacher’s resource book 4 with audio CD
Cambridge Movers books
Fun for Movers
Presentation Plus

ANNEX 1
ANNEX 2

ANNEX 3